Anti-intellectualism

Anti-intellectualism refers to a range of attitudes, characterized by skepticism, mistrust or criticism of intellect, intellectuals, and intellectualism. It is commonly expressed as questioning the value or relevance of intellectual pursuits, including education, philosophy and the dismissal of art, literature, history, and science as impractical, politically motivated, and even contemptible human endeavours.[1] Anti-intellectuals may present themselves and be perceived as champions of common folk—populists against political and academic elitism—and tend to see educated people as a status class that dominates political discourse and higher education while being detached from the concerns of ordinary people.[1]

Totalitarian governments have, in the past, manipulated and applied anti-intellectualism to repress political dissent.[2] During the Spanish Civil War (1936–1939) and the following dictatorship (1939–1975) of Francisco Franco, the reactionary repression of the White Terror (1936–1945) was notably anti-intellectual, with most of the 200,000 civilians killed being the Spanish intelligentsia, the politically active teachers and academics, artists and writers of the deposed Second Spanish Republic (1931–1939).[3] During the Cambodian genocide (1975–1979), the totalitarian regime of Cambodia led by Pol Pot nearly destroyed its entire educated population.

Anti-intellectualism manifests in various forms across cultures and historical periods and is influenced by complex social dynamics. It can stem from a distrust of elites or institutions perceived as disconnected from everyday experiences, concerns about cultural identity, or competition in valuing practical knowledge over theoretical or academic expertise. As such, psychological research suggests that certain individuals with anti-intellectual attitudes could sometimes lean towards a display of confidence in their personal experiences rather than trusting authorities,[4] while others adopt their anti-intellectual positions as a reaction to perceived threats to their social status or group identity.[5]

The topic of anti-intellectualism has become a more widely discussed phenomenon in recent years, particularly due to its role in shaping public perception of expertise in science and education.[6] This has led to widespread skepticism of scientific experts and advancements, raising questions about the dangers of anti-intellectualism in public health. The increasing use of anti-intellectualism in politics can be seen in modern society, such as the anti-vax movement.

## Contents

* 1 Ideological anti-intellectualism
* 2 Academic anti-intellectualism
* 3 Distrust of intellectuals
* 3.1 Discrimination
* 4 In the United States
* 4.1 17th century
* 4.2 19th century
* 4.3 20th–21st centuries
* 4.3.1 Education and knowledge
* 4.3.2 Corporate mass media
* 5 In Europe
* 5.1 Soviet Union
* 5.2 Fascism
* 6 In Asia
* 6.1 China
* 6.1.1 Imperial China
* 6.1.2 People's Republic of China
* 6.2 South Korea
* 6.2.1 Protestantism in South Korea
* 6.2.2 Due to entrance exam-focused competitive education
* 6.3 Democratic Kampuchea
* 6.4 Ottoman Empire
* 7 See also
* 8 Footnotes
* 9 Further reading
* 10 External links

## Ideological anti-intellectualism

The new rulers of Cambodia call 1975 "Year Zero", the dawn of an age in which there will be no families, no sentiment, no expressions of love or grief, no medicines, no hospitals, no schools, no books, no learning, no holidays, no music, no song, no post, no money – only work and death.

John Pilger, Year Zero: The Silent Death of Cambodia (1979)[7]

In the 20th century, societies systematically removed intellectuals from power to expediently end public political dissent. During the Cold War (1945–1991), the Czechoslovak Socialist Republic (1948–1990) ostracized the philosopher Václav Havel as a politically unreliable man unworthy of ordinary Czechs' trust; the post-communist Velvet Revolution (17 November – 29 December 1989) elected Havel president for ten years.[8] Ideologically-extreme dictatorships who mean to recreate a society such as the Khmer Rouge rule of Cambodia (1975–1979) pre-emptively killed potential political opponents, especially the educated middle-class and the intelligentsia. To realize the Year Zero of Cambodian history, Khmer Rouge social engineering restructured the economy by de-industrialization and assassinated non-communist Cambodians suspected of "involvement in free-market activities" such as the urban professionals of society (physicians, attorneys, engineers, et al.) and people with political connections to foreign governments. The doctrine of Pol Pot identified the farmers as the true proletariat of Cambodia and the true representatives of the working class entitled to hold government power, hence the anti-intellectual purges.

In the Night of the Long Batons (29 July 1966), the federal police physically purged politically incorrect academics who opposed the right-wing military dictatorship of Juan Carlos Onganía (1966–1970) in Argentina from five faculties of the University of Buenos Aires.

In 1966, the anti-communist Argentine military dictatorship of Juan Carlos Onganía (1966–1970) intervened at the University of Buenos Aires with the Night of the Long Batons to physically dislodge politically dangerous academics from five university faculties. That expulsion to the exile of the academic intelligentsia became a national brain drain upon the society and economy of Argentina.[9][10] In opposition to the military repression of free speech, biochemist César Milstein said ironically: "Our country would be put in order, as soon as all the intellectuals who were meddling in the region were expelled."

## Academic anti-intellectualism

In The Campus War (1971), the philosopher John Searle said,

> [T]he two most salient traits of the radical movement are its anti-intellectualism and its hostility to the university as an institution. ... Intellectuals, by definition, are people who take ideas seriously for their own sake. Whether or not a theory is true or false is important to them, independently of any practical applications it may have. [Intellectuals] have, as Richard Hofstadter has pointed out, an attitude to ideas that is at once playful and pious. But, in the radical movement, the intellectual ideal of knowledge for its own sake is rejected. Knowledge is seen as valuable only as a basis for action, and it is not even very valuable there. Far more important than what one knows is how one feels.[11]

In Social Sciences as Sorcery (1972), the sociologist Stanislav Andreski advised laymen to distrust the intellectuals' appeals to authority when they make questionable claims about resolving the problems of their society: "Do not be impressed by the imprint of a famous publishing house, or the volume of an author's publications. ... Remember that the publishers want to keep the printing presses busy, and do not object to nonsense if it can be sold."[12]

In Science and Relativism: Some Key Controversies in the Philosophy of Science (1990), philosopher of science and epistemologist Larry Laudan said that the prevailing type of philosophy taught at universities in the U.S. (Postmodernism and Poststructuralism) is anti-intellectual, because "the displacement of the idea that facts and evidence matter, by the idea that everything boils down to subjective interests and perspectives is—second only to American political campaigns—the most prominent and pernicious manifestation of anti-intellectualism in our time."[13]

## Distrust of intellectuals

In the U.S., the conservative[14] American economist Thomas Sowell argued for distinctions between unreasonable and reasonable wariness of intellectuals in their influence upon the institutions of a society. In defining intellectuals as "people whose occupations deal primarily with ideas", Sowell conveys the view that they are different from people whose work is the practical application of ideas. Under this framework, the cause for layman's mistrust lies in the intellectuals' supposed incompetence outside their fields of expertise. The portrayed view is that, although having great working knowledge in their specialist fields when compared to other professions and occupations, the intellectuals of society could face little discouragement against speaking authoritatively beyond their field of formal expertise and thus are unlikely to face responsibility for the social and practical consequences of their errors. Hence, a physician is judged competent by the effective treatment of a patient's sickness, yet might face a medical malpractice lawsuit should the treatment harm the patient. In contrast, a tenured university professor is unlikely to be judged competent or incompetent by the effectiveness of their intellectualism (ideas) and thus not face responsibility for the social and practical consequences of the implementation of the ideas.

In Britain, the anti-intellectualism of the writer Paul Johnson derived from his close examination of twentieth-century history, which brought him to the conclusion that intellectuals have continually championed disastrous public policies for social welfare and public education, and warned the layman public to "beware [the] intellectuals. Not merely should they be kept well away from the levers of power, they should also be objects of suspicion when they seek to offer collective advice."[15] In that vein, "In the Land of the Rococo Marxists" (2000), the American writer Tom Wolfe characterized the intellectual as "a person knowledgeable in one field, who speaks out only in others."[16] In 2000, British publisher Imprint Academic published Dumbing Down, a compilation of essays edited by Ivo Mosley, grandson of the British fascist Oswald Mosley, which included essays on a perceived widespread anti-intellectualism by Jaron Lanier, Ravi Shankar, Robert Brustein, Michael Oakshott among others.[17]

### Discrimination

Discrimination of excellence[18] is the violation of formal equality of opportunity[19] and meritocracy,[20] which reward merits of individuals and overachievement.[18] Discrimination of excellence can be caused by different reasons, including legacy preferences,[21] nepotism, substantive equality,[19] affirmative action,[22] ageism[23] or random luck.[24]

An example is when academics, teachers, and students were targeted during the Cambodian genocide.[22] Khmer Rouge chose new teachers by ideology, affirmative action, and not by teaching excellence, which resulted in high illiteracy.[22] Gifted education has been criticized on substantive equality grounds.[25]

Legacy preferences for college admissions have been criticized.[21] Discrimination against excellent students during admissions to Ivy League has been debated during 2019 college admissions bribery scandal. The United States Department of Justice scrutinized higher education over potential systemic biases in college admission standards that would underweight transparent standardized testing criteria due to affirmative action.[26] Harvard College has been sued in Students for Fair Admissions v. President and Fellows of Harvard College due to individuals outperforming on standardized college admission tests but not being admitted. Non-merit-based admissions practices, degree conferral or promotion standards have been criticized.[27] Some Universities perform affirmative action on men, in order to maintain a gender balance.[28][29][30][31][32]

## In the United States

### 17th century

In The Quest for Cosmic Justice (2001), the economist Thomas Sowell said that anti-intellectualism in the U.S. began in the early Colonial era as an understandable wariness of the educated upper classes because the country mostly was built by people who had fled political and religious persecution by the social system of the educated upper classes. Moreover, few intellectuals possessed the practical hands-on skills required to survive in the New World of North America, which absence from society led to a deep-rooted, populist suspicion of men and women who specialize in "verbal virtuosity", rather than tangible, measurable products and services:[33]

> From its colonial beginnings, American society was a "decapitated" society—largely lacking the top-most social layers of European society. The highest elites and the titled aristocracies had little reason to risk their lives crossing the Atlantic, and then face the perils of pioneering. Most of the white population of colonial America arrived as indentured servants and the black population as slaves. Later waves of immigrants were disproportionately peasants and proletarians, even when they came from Western Europe ... The rise of American society to pre-eminence, as an economic, political, and military power, was thus the triumph of the common man, and a slap across the face to the presumptions of the arrogant, whether an elite of blood or books.

### 19th century

In U.S. history, the advocacy and acceptability of anti-intellectualism have varied, in part because the majority of Americans lived a rural life of arduous manual labor and agricultural work prior to the industrialization of the late nineteenth century. Therefore, academic education in the Greco–Roman classics was primarily perceived as having impractical value, and the bookish scholar deemed an unprofitable occupation. Yet, Americans of the nineteenth century were generally literate people who read Shakespeare for intellectual pleasure and the Christian Bible for emotional succor; thus, the ideal American was a literate and technically skilled man who was successful in his trade, ergo a productive member of society.[34] Culturally, the ideal American was the self-made man whose knowledge derived from life-experience, not an intellectual man whose knowledge of the real world was derived from books, formal education, and academic study; thus, the justified anti-intellectualism reported in The New Purchase, or Seven and a Half Years in the Far West (1843), the Rev. Bayard R. Hall, A.M., said about frontier Indiana:[35]

> We always preferred an ignorant, bad man to a talented one, and, hence, attempts were usually made to ruin the moral character of a smart candidate; since, unhappily, smartness and wickedness were supposed to be generally coupled, and [like-wise] incompetence and goodness.

Yet, the "real-life" redemption of the egghead American intellectual was possible if he embraced the mores and values of mainstream society; thus, in the fiction of O. Henry, a character notes that once an East Coast university graduate "gets over" his intellectual vanity, he no longer thinks himself better than other men, realizing he makes just as good a cowboy as any other young man, despite his common-man counterpart being the slow-witted naïf of good heart, a pop culture stereotype from stage shows.

### 20th–21st centuries

There is a cult of ignorance in the United States, and there has always been. The strain of anti-intellectualism has been a constant thread winding its way through our political and cultural life, nurtured by the false notion that democracy means that 'my ignorance is just as good as your knowledge'.

Isaac Asimov, 1980[36]

In 1912, New Jersey governor Woodrow Wilson described the battle:[37]

> What I fear is a government of experts. God forbid that, in a democratic country, we should resign the task and give the government over to experts. What are we for if we are to be scientifically taken care of by a small number of gentlemen who are the only men who understand the job?

In Anti-intellectualism in American Life (1963), the historian Richard Hofstadter said that anti-intellectualism is a social-class response by the middle-class "mob", against the privileges of the political elites.[38] As the middle class developed political power, they exercised their belief that the ideal candidate to the office was the "self-made man", not the well-educated man born to wealth. The self-made man from the middle class could be trusted to act in the best interest of his fellow citizens.[39] As evidence of this view, Hofstadter cited the derision of Adlai Stevenson as an "egghead". In Americans and Chinese: Passages to Differences (1980), Francis Hsu said that American egalitarianism is stronger in the United States than in Europe, e.g. in England,[40]

> English individualism developed hand in hand with legal equality. American self-reliance, on the other hand, has been inseparable from an insistence upon economic and social as well as political equality. The result is that a qualified individualism, with a qualified equality, has prevailed in England, but what has been considered the inalienable right of every American is unrestricted self-reliance and, at least ideally, unrestricted equality. The English, therefore, tend to respect class-based distinctions in birth, wealth, status, manners, and speech, while Americans resent them.

Such social resentment characterises contemporary political discussions about the socio-political functions of mass-communication media and science; that is, scientific facts, generally accepted by educated people throughout the world, are misrepresented as opinions in the U.S., specifically about climate science and global warming.[41]

Miami University anthropology professor Homayun Sidky has argued that 21st-century anti-scientific and pseudoscientific approaches to knowledge, particularly in the United States, are rooted in a postmodernist "decades-long academic assault on science": "Many of those indoctrinated in postmodern anti-science went on to become conservative political and religious leaders, policymakers, journalists, journal editors, judges, lawyers, and members of city councils and school boards. Sadly, they forgot the lofty ideals of their teachers, except that science is bogus."[42]

In 2017, a Pew Research Center poll revealed that a majority of American Republicans thought colleges and universities had a negative impact on the United States. During the first and second Trump administrations, fake news and alternative facts became central pillars of discourse in the United States.[43][44] In 2019, academics Adam Waters and E.J. Dionne stated that Trump "campaigned for the presidency and continues to govern as a man who is anti-intellectual, as well as anti-fact and anti-truth."[45][46] In 2020, Trump signed an executive order banning anti-racism bias trainings from offices of federal agencies, grant programs, and federal contractors[47][48] as part of a larger strategy to combat a perceived progressive academic bias, like emphases on the political legacy of American slavery, with "patriotic education" instead.[49][50]

#### Education and knowledge

The U.S. ranks at a middling quality of education compared to other countries, and Americans often lack basic knowledge and skills.[51][52] John Traphagan of the University of Texas attributes this to a culture of anti-intellectualism, noting that nerds and other intellectuals are often stigmatized in American schools and popular culture.[53] At universities, student anti-intellectualism has resulted in the social acceptability of cheating on schoolwork, especially in the business schools, a manifestation of ethically expedient cognitive dissonance rather than of academic critical thinking.[54]

The American Council on Science and Health said that denialism of the facts of climate science and of climate change misrepresents verifiable data and information as political opinion.[55] Anti-intellectualism puts scientists in the public view and forces them to align with either a liberal or a conservative political stance. Moreover, 53% of Republican U.S. Representatives and 74% of Republican senators deny the scientific facts of the causes of climate change.[53]

In the rural U.S., anti-intellectualism is an essential feature of the religious culture of Christian fundamentalism.[56] Mainline Protestant churches and the Roman Catholic Church have directly published their collective support for political action to counter climate change, whereas Southern Baptists and Evangelicals have denounced belief in both evolution and climate change as a sin, and have dismissed scientists as intellectuals attempting to create "Neo-nature paganism".[57] People of fundamentalist religious belief tend to report not seeing evidence of global warming.[58]

#### Corporate mass media

The reportage of corporate mass-communications media appealed to societal anti-intellectualism by misrepresenting university life in the U.S., where the students' pursuit of book learning (intellectualism) was secondary to the after-school social life. That the reactionary ideology communicated in mass-media reportage misrepresented the liberal political activism and social protest of students as frivolous, social activities thematically unrelated to the academic curriculum, which is the purpose of attending university.[59] In Anti-intellectualism in American Media (2004), Dane Claussen identified the contemporary anti-intellectualist bent of manufactured consent that is inherent to commodified information:[60][61]

> The effects of mass media on attitudes toward intellect are certainly multiple and ambiguous. On the one hand, mass communications greatly expand the sheer volume of information available for public consumption. On the other hand, much of this information comes pre-interpreted for easy digestion and laden with hidden assumption, saving consumers the work of having to interpret it for themselves. Commodified information naturally tends to reflect the assumptions and interests of those who produce it, and its producers are not driven entirely by a passion to promote critical reflection.

The editorial perspective of the corporate mass media misrepresented intellectualism as a separate profession from the jobs and occupations of regular folk. In presenting academically successful students as social failures, an undesirable social status for the average young man and young woman, corporate media established to the U.S. mainstream their opinion that the intellectualism of book learning is a form of mental deviancy; thus, most people would shun intellectuals as friends, lest they risk social ridicule and ostracism.[62] Hence, the popular acceptance of anti-intellectualism led to populist rejection of the intelligentsia for resolving the problems of society.[63] Moreover, in the book Inventing the Egghead: The Battle over Brainpower in American Culture (2013), Aaron Lecklider indicated that the contemporary ideological dismissal of the intelligentsia derived from the corporate media's reactionary misrepresentations of intellectual men and women as lacking the common-sense of regular folk.[64]

## In Europe

### Soviet Union

In the first decade after the Russian Revolution of 1917, the Bolsheviks suspected the Tsarist intelligentsia as having the potential to betray the proletariat. Thus, the initial Soviet government consisted of men and women without much formal education. Moreover, the deposed propertied classes were termed Lishentsy ("the disenfranchised"), whose children were excluded from education. Eventually, some 200 Tsarist intellectuals such as writers, philosophers, scientists and engineers were deported to Germany on philosophers' ships in 1922 while others were deported to Latvia and Turkey in 1923.

During the revolutionary period, the pragmatic Bolsheviks employed "bourgeois experts" to manage the economy, industry, and agriculture and so learn from them. After the Russian Civil War (1917–1922), to achieve socialism the Soviet Union (1922–91) emphasized literacy and education in service to modernizing the country via an educated working class intelligentsia rather than an Ivory Tower intelligentsia. During the 1930s and 1950s, Joseph Stalin replaced Vladimir Lenin's intelligentsia with an intelligentsia that was loyal to him and believed in a specifically Soviet world view, thereby producing the pseudoscientific theories of Lysenkoism and Japhetic theory.

In October 1937, there was a mass extermination of Belarusian writers, artists and statespeople by the Soviet Union occupying authorities. This event marked the peak of the Great Purge and repressions of Belarusians in the Soviet-controlled area of eastern Belarus. More than 100 notable persons were executed, most of them on the night of 29–30 October 1937. Their innocence was later admitted by the Soviet Union after Joseph Stalin's death.[65]

At the beginning of World War II, the Soviet secret police carried out mass executions of the Polish intelligentsia and military leadership in the 1940 Katyn massacre.

### Fascism

Part of a series on

Fascism

Core tenets

* Nationalism
* Imperialism
* Militarism
* Dictatorship
* Anti-communism
* Direct action
* Social interventionism
* Social order
* Indoctrination
* Proletarian nation
* Propaganda
* Heroism
* Racism
* Economic interventionism
* Statolatry
* New Man
* Reactionary modernism

Topics

* Definitions
* Economics
* Fascism and ideology
* Fascism worldwide
* Symbolism

Ideas

* Totalitarianism
* Authoritarian democracy
* Class collaboration
* Corporatism
* Eugenics
* Authoritarian capitalism
* Heroic capitalism
* Integral nationalism
* National capitalism
* National syndicalism
* State capitalism
* Supercapitalism
* Third Position

People

* Benito Mussolini
* Adolf Hitler
* Francisco Franco
* José Antonio Primo de Rivera
* Ante Pavelić
* Italo Balbo
* Corneliu Zelea Codreanu
* Horia Sima
* Giovanni Gentile
* Julius Evola
* Aleksandr Dugin
* Gabriele D'Annunzio
* Giuseppe Bottai
* Galeazzo Ciano
* Achille Starace
* Seigō Nakano
* Sadao Araki
* Shūmei Ōkawa
* Ikki Kita
* Oswald Mosley
* Léon Degrelle
* Eoin O'Duffy
* Tefik Mborja
* Ferenc Szálasi
* Davud Monshizadeh
* Vidkun Quisling
* Engelbert Dollfuss
* Dimitrije Ljotić
* Plínio Salgado
* Konstantin Rodzaevsky
* Abba Achimeir
* Adrien Arcand
* Milan Stojadinović
* Jozef Tiso
* Vinayak Damodar Savarkar
* William Dudley Pelley
* Jorge González von Marées
* Maximiliano Hernández Martínez
* Zoltán Böszörmény
* Maurice Bardèche

Literature

* "The Doctrine of Fascism"
* "Fascist Manifesto"
* La Conquista del Estado
* Mein Kampf
* My Autobiography
* The Myth of the Twentieth Century
* The Last Will of a Russian Fascist

Organizations

* Axis powers
* 1934 Montreux Fascist conference

History

* March on Rome
* Beer Hall Putsch
* Aventine Secession
* Pacification of Libya
* Mukden Incident
* German election of 1932
* Enabling Act
* Austrian Civil War
* Second Italo-Ethiopian War
* Spanish Civil War
* Marco Polo Bridge Incident
* Anti-Comintern Pact
* Italian invasion of Albania
* World War II
* The Holocaust
* Downfall in Italy
* Downfall in Germany
* Downfall in Japan

Lists

* Fascists by country

Variants

* Austrofascism
* Brazilian Integralism
* British Fascism
* Christofascism
* Clerical fascism
* Crypto-fascism
* Ecofascism
* Falangism
* Francoism
* Fascist mysticism
* Feudal fascism
* French fascism
* Hindu fascism
* Hutu Power
* Islamofascism
* Italian Fascism
* Japanese fascism
* Legionarism
* Metaxism
* National Bolshevism
* Nazism
* Neo-fascism
* Para-fascism
* Proto-fascism
* Red fascism
* Revisionist Maximalism
* Rexism
* Strasserism
* Shōwa Restoration
* Tropical fascism

Related topics

* Alt-right
* Anti-fascism
* Culture of fear
* Fascist (epithet)
* Glossary of Fascist Italy
* Left-wing fascism
* Palingenetic ultranationalism
* Supremacism

* v
* t
* e

The idealist philosopher Giovanni Gentile established the intellectual basis of Fascist ideology with the autoctisi (self-realisation) that distinguished between the good (active) intellectual and the bad (passive) intellectual:

> Fascism combats [...] not intelligence, but intellectualism, [...] which is [...] a sickness of the intellect, [...] not a consequence of its abuse, because the intellect cannot be used too much. [...] [I]t derives from the false belief that one can segregate oneself from life.

— Giovanni Gentile, addressing a Congress of Fascist Culture, Bologna, 30 March 1925

To counter the "passive intellectual" who used their intellect abstractly, and was therefore "decadent", he proposed the "concrete thinking" of the active intellectual who applied intellect as praxis—a "man of action", like the Fascist Benito Mussolini, versus the decadent Communist intellectual Antonio Gramsci. The passive intellectual stagnates intellect by objectifying ideas, thus establishing them as objects. Hence the Fascist rejection of materialist logic, because it relies upon a priori principles improperly counter-changed with a posteriori ones that are irrelevant to the matter-in-hand in deciding whether or not to act.

In the praxis of Gentile's concrete thinking criteria, such consideration of the a priori toward the properly a posteriori constitutes impractical, decadent intellectualism. Moreover, this fascist philosophy occurred parallel to Actual Idealism, his philosophic system; he opposed intellectualism for its being disconnected from the active intelligence that gets things done, i.e. thought is killed when its constituent parts are labelled, and thus rendered as discrete entities.[66][67]

Related to this is the confrontation between the Spanish Francoist General José Millán-Astray and the writer Miguel de Unamuno during the Dia de la Raza celebration at the University of Salamanca in 1936, during the Spanish Civil War. The General exclaimed: ¡Muera la inteligencia! ¡Viva la Muerte! ("Death to the intelligentsia! Long live death!"); the Falangists applauded.[68]

## In Asia

### China

#### Imperial China

Qin Shi Huang (246–210 BC), the first Emperor of unified China, consolidated political thought, and power, by suppressing freedom of speech at the suggestion of Chancellor Li Si, who justified such anti-intellectualism by accusing the intelligentsia of falsely praising the emperor, and dissenting through libel. From 213 to 206 BC, it was generally thought that the works of the Hundred Schools of Thought were incinerated, especially the Shi Jing (Classic of Poetry, c. 1000 BC) and the Shujing (Classic of History, c. 6th century BC). The exceptions were books by Qin historians, and books of Legalism, an early type of totalitarianism—and the Chancellor's philosophic school (see the Burning of books and burying of scholars). However, upon further inspection of Chinese historical annals such as the Shi Ji and the Han Shu, this was found not to be the case. The Qin Empire privately kept one copy of each of these books in the Imperial Library but it publicly ordered that the books should be banned. Those who owned copies were ordered to surrender the books to be burned; those who refused were executed. This eventually led to the loss of most ancient works of literature and philosophy when Xiang Yu burned down the Qin palace in 208 BC.

#### People's Republic of China

The Cultural Revolution (1966–1976) was a politically violent decade which saw wide-ranging social engineering throughout the People's Republic of China by its leader Chairman Mao Zedong. After several national policy crises during which he was motivated by his desire to regain public prestige and control of the Chinese government, Mao announced on 16 May 1966 that the Chinese Communist Party (CCP) and Chinese society were permeated with liberal bourgeois elements who meant to restore capitalism to China and he also announced that people could only be removed after a post–revolutionary class struggle was waged against them. To that effect, China's youth nationally organized themselves into Red Guards and hunted the "liberal bourgeois" elements who were supposedly subverting the CCP and Chinese society. The Red Guards acted nationally, purging the country, the military, urban workers and the leaders of the CCP. The Red Guards were particularly aggressive when they attacked their teachers and professors, causing most schools and universities to be shut down once the Cultural Revolution began. Three years later in 1969, Mao declared that the Cultural Revolution was ended, yet the political intrigues continued until 1976, concluding with the arrest of the Gang of Four, the de facto end of the Cultural Revolution.

### South Korea

South Korean society also has a generally anti-intellectual tendency.

#### Protestantism in South Korea

Protestantism in South Korea shows anti-intellectual tendencies. This is causing various problems in South Korean society.

Reformed theologians within Protestantism are focusing on the circumstances of Protestantism in South Korea. They claim that authoritarian church structures, anti-intellectualism, and an exclusive worldview based on Christian doctrine are structurally responsible.[69]

South Korean Protestantism preaches homophobic agitation without scientific basis. There are numerous cases of homophobic agitation that has no scientific basis and is anti-intellectual, by South Korean Protestant. For example, they make scientifically unsubstantiated claims like, "If we stop discriminating against homosexuality, the number of homosexuals will increase and that will lead to low birth rates and population decline",[70][71] and "Adolescents can be influenced by LGBTQ". They even make the claim "Homosexuality is against the natural order of things", that can be refuted scientifically.[72] There is also agitation containing the misinformation that "If the anti-discrimination law is enacted, pedophilia will be permitted."[73]

They are blocking the improvement of poor sex education by preaching claims that lack scientific basis with parent groups. Conservative and Christian groups in South Korea oppose comprehensive sexuality education (CSE), claiming it could encourage early sexualization(조기 성애화, jogi seongaehwa). However, there is no evidence to support their claims.[74] In contrast to the United States, where teenage pregnancy has decreased due to the strengthening of sex education focused on contraception,[75] the problem of teenage unwed mothers due to unintended pregnancies is serious in South Korea.[76]

#### Due to entrance exam-focused competitive education

Anti-intellectualism in South Korea is also evident among people in their 20s and 30s. It has been pointed out that the anti-intellectualism of this generation is due to entrance exam-focused competitive education.

The anti-intellectualism of this generation primarily manifests in the form of disparaging certain disciplines or dismissing attempts to learn about the unknown. In South Korean education, subjects with low test weight are neglected. Students are forced to memorize knowledge they must know, while others are simply a waste of time. In this process, knowledge is no longer a nutrient useful for life, but rather a target to be met and an obstacle to achieving it.[77]

### Democratic Kampuchea

When the Communist Party of Kampuchea and the Khmer Rouge (1951–1981) established their regime as Democratic Kampuchea (1975–1979) in Cambodia, their anti-intellectualism which idealised the country and demonised the cities was immediately imposed on the country in order to establish agrarian socialism, thus, they emptied cities in order to purge the Khmer nation of every traitor, enemy of the state and intellectual, often symbolised by eyeglasses.

### Ottoman Empire

Some of the Armenian intellectuals who were detained, deported, and killed in the Armenian genocide of 1915

In the early stages of the Armenian genocide of 1915, around 2,300 Armenian intellectuals were deported from Constantinople (Istanbul) and most of them were subsequently murdered by the Ottoman government.[78] The event has been described by historians as a decapitation strike,[79][80] the purpose of which was intended to deprive the Armenian population of an intellectual leadership and a chance to resist.[81]

## See also

* Antiscience – attitudes that reject science and the scientific method
* Conspiracy theory – attributing events to secret plots instead of more probable explanation
* Counter-Enlightenment, not to be confused with the more recent Dark Enlightenment – Various intellectual stances against mainstream attitudes of the 18th-century Enlightenment
* Cultural genocide generally – imperial strategy, wherein destroying a society's epistemic elite makes subduing it much easier;
* Discrimination of excellence
* Dumbing down – deliberate oversimplification of intellectual content
* Equality of outcome or Substantive equality as distinct from equal opportunity
* Harrison Bergeron – 1961 short story by Kurt Vonnegut
* Just-world fallacy
* Legacy preferences
* Luddite – an individual who opposes or resists the use of new technology
* Myth of meritocracy
* Noble savage – a stock character
* Philistinism – hostility to intellect, art and beauty
* Populism – when the democratic ethos moves into places which it is purported not to belong in; paradigmatically academic research
* Ressentiment – a tendency to reflexively detract from others, e.g. as regards their greater, implicitly perceived, intelligence; as chiefly described by Nietzsche and Scheler
* Law of Jante
* Merit, excellence, and intelligence (MEI) – a framework that emphasizes the selection of candidates solely based on their merits, achievements, skills, abilities, intelligence and contributions
* Tall poppy syndrome

## Footnotes

1. ↑ 1.0 1.1 A Handbook to Literature (1980), Fourth Edition, C. Hugh Holman, Ed. p. 27
2. ↑ Courtois, Stephanie. The Black Book of Communism. p. 601.
3. ↑ Dictionary of Wars (2007), Third Edition, pp. 517–18.
4. ↑ Kuang, Yan (2024). "Cyber anti-intellectualism and science communication during the COVID-19 pandemic: a cross-sectional study". Frontiers in Public Health 12. doi:10.3389/fpubh.2024.1491096. ISSN 2296-2565. PMID 39882127.
5. ↑ Kleppestø, Thomas Haarklau; Czajkowski, Nikolai Olavi; Vassend, Olav; Røysamb, Espen; Eftedal, Nikolai Haahjem; Sheehy-Skeffington, Jennifer; Kunst, Jonas R.; Thomsen, Lotte (2019-09-03). "Correlations between social dominance orientation and political attitudes reflect common genetic underpinnings". Proceedings of the National Academy of Sciences of the United States of America 116 (36): 17741–17746. doi:10.1073/pnas.1818711116. ISSN 1091-6490. PMID 31431527. Bibcode: 2019PNAS..11617741K.
6. ↑ "The rising prominence and exploitation of anti-intellectualism | News" (in en). https://thelinknewspaper.ca/article/the-rising-prominence-and-exploitation-of-anti-intellectualism.
7. ↑ "Year Zero: The Silent Death of Cambodia". 30 October 1979. http://johnpilger.com/videos/year-zero-the-silent-death-of-cambodia.
8. ↑ "Václav Havel". http://blisty.cz/video/Slavonic/havel.html.
9. ↑ Police repression at the Universidad de Buenos Aires \- University of Toronto
10. ↑ Script error: The function "in_lang" does not exist. La noche de los bastones largos
11. ↑ John R. Searle (1971), The Campus Wars, Chapter 2: The Students, URL retrieved 14 June 2010.
12. ↑ Stanislav Andreski, The Social Sciences as Sorcery. 1972, The University of California Press
13. ↑ Larry Laudan, Science and Relativism: Some Key Controversies in the Philosophy of Science (1990), University of Chicago Press
14. ↑ "Black and Conservative: A Look at Thomas Sowell". 2011-08-08. https://www.beliefnet.com/columnists/attheintersectionoffaithandculture/2011/08/black-and-conservative-a-look-at-thomas-sowell.html.
15. ↑ Johnson, Paul (2009). Intellectuals. HarperCollins. ISBN 978-0061871474. https://books.google.com/books?id=GTqHpZech0YC&pg=PT1. Retrieved 16 November 2013.
16. ↑ Wolfe, Tom. (2000). "In the Land of the Rococo Marxists", Harper's Monthly, June 2000.
17. ↑ Coupe, Lawrence (27 November 2000). "The Moronic Inferno". PN Review 136 27. https://www.pnreview.co.uk/cgi-bin/scribe?item_id=734;hilite=Ivo Mosley.
18. ↑ 18.0 18.1 "Discrimination of Excellence: A Research Agenda". Proceedings of the 14th International Research Association for Interdisciplinary Studies (RAIS) Conference at the Erdman Center of Princeton University 14 (1): 54–58. August 2019. doi:10.2139/ssrn.3459603. http://rais.education/wp-content/uploads/2019/09/009JP.pdf.
19. ↑ 19.0 19.1 De Vos, Marc (2020). "The European Court of Justice and the march towards substantive equality in European Union anti-discrimination law". International Journal of Discrimination and the Law 20: 62–87. doi:10.1177/1358229120927947. https://doi.org/10.1177/1358229120927947.
20. ↑ Chang, C.H. (2017). "How meritocracy is defined today?: Contemporary aspects of meritocracy". Recent Issues in Sociological Research 10 (1): 112–121. doi:10.14254/2071-789X.2017/10-1/8.
21. ↑ 21.0 21.1 Hurwitz, Michael (2011). "The impact of legacy status on undergraduate admissions at elite colleges and universities". Economics of Education Review 30 (3): 480–492. doi:10.1016/j.econedurev.2010.12.002.
22. ↑ 22.0 22.1 22.2 Clayton, Thomas (1998). "Building the New Cambodia: Educational Destruction and Construction under the Khmer Rouge, 1975-1979". History of Education Quarterly 38 (1): 1–16. doi:10.2307/369662.
23. ↑ Elting, Liz. "Workplace Ageism Is Hurting Employees And Businesses Alike" (in en). https://www.forbes.com/sites/lizelting/2025/01/30/workplace-ageism-is-hurting-employees-and-businesses-alike/.
24. ↑ Sauder, Michael (2020). "A Sociology of Luck". Sociological Theory 38 (3): 193–216. doi:10.1177/0735275120941178. ISSN 0735-2751.
25. ↑ Yoon, So Yoon; Gentry, Marcia (2009). "Racial and Ethnic Representation in Gifted Programs". Gifted Child Quarterly (SAGE Publications) 53 (2): 121–136. doi:10.1177/0016986208330564. ISSN 0016-9862.
26. ↑ Hartocollis, Anemona (August 13, 2020). "Justice Dept. Accuses Yale of Discrimination in Application Process". New York Times. https://www.nytimes.com/2020/08/13/us/yale-discrimination.html.
27. ↑ Bazerman, M. H.; Tenbrunsel, A. E. (2011). Blind Spots: Why we fail to do what's right and what to do about it. Princeton, NJ: Princeton University Press.
28. ↑ "At some private universities, affirmative action for men persists" (in en-US). https://www.dailyprincetonian.com/article/2023/07/princeton-affirmative-action-gender-balanced-admissions-brown-vassar-brandeis.
29. ↑ Brown, Gwyneth (2025-02-12). "Beyond Affirmative Action: Why Gender Bias in College Admissions Still Favors Men" (in en-US). https://msmagazine.com/2025/02/12/beyond-affirmative-action-why-gender-bias-in-college-admissions-still-favors-men/.
30. ↑ "'There Was Definitely a Thumb on the Scale to Get Boys' (Published 2023)" (in en). 2023-09-08. https://www.nytimes.com/2023/09/08/magazine/men-college-enrollment.html.
31. ↑ "Affirmative Action Is Still in Effect. For Men." (in en). https://www.ivycoach.com/press/the-new-york-times/affirmative-action-is-still-in-effect-for-men/.
32. ↑ Pollitt, Katha (2023-10-14). "Affirmative Action for Men?" (in en-US). ISSN 0027-8378. https://live-thenation.pantheon.io/article/society/college-admissions-gender/.
33. ↑ Sowell, Thomas. (2001) The Quest for Cosmic Justice. Simon and Schuster, 2001, ISBN 978-0-7432-1507-7, p. 187.
34. ↑ Vinovskis, Maris (1992). "Schooling and Poor Children in 19th-Century America". American Behavioral Scientist 35 (3): 313–331. doi:10.1177/0002764292035003008. https://deepblue.lib.umich.edu/bitstream/2027.42/68138/2/10.1177_000276429203500307.pdf.
35. ↑ Cite error: Invalid `<ref>` tag; no text was provided for refs named `Hofstadter, Richard 1962 p.46`
36. ↑ Pyle, George (6 April 2020). "George Pyle: It can be hard to know who to trust. And easy to know who not to.". The Salt Lake Tribune. https://www.sltrib.com/opinion/commentary/2020/04/04/george-pyle-it-can-be/.
37. ↑ Cronin, Thomas E. (2015-12-03) (in en). On the Presidency: Teacher, Soldier, Shaman, Pol. Routledge. ISBN 978-1-317-25502-4. https://books.google.com/books?id=ARweCwAAQBAJ&q=What+I+fear+is+a+government+of+experts.+God+forbid+that,+in+a+democratic+country,&pg=PT44.
38. ↑ Hofstadter, Richard (1963). Anti-Intellectualism in American Life. United States of America: Alfred A. Knopf. ISBN 978-0394415352.
39. ↑ Wood, Gordon (2011). Empire of Liberty: A History of the Early Republic, 1789–1815. Oxford University Press. ISBN 978-0199832460.
40. ↑ Hsu, Francis (1980). Americans and Chinese: Passages to Differences. University of Hawaii Press. ISBN 978-0824807573.
41. ↑ Stokes, Bruce; Wike, Richard; Carle, Jill (2015-11-05). "Global Concern about Climate Change, Broad Support for Limiting Emissions". http://www.pewglobal.org/2015/11/05/global-concern-about-climate-change-broad-support-for-limiting-emissions/.
42. ↑ Sidky, H. (2018). "The War on Science, Anti-Intellectualism, and 'Alternative Ways of Knowing' in 21st-Century America". Skeptical Inquirer 42 (2): 38–43. https://www.csicop.org/si/show/e_war_on_science_anti-intellectualism_and_alternative_ways_of_knowing_in_21. Retrieved 6 June 2018.
43. ↑ di Tella, Rafael M; McAra, Sarah. "Populism in America: Fake News, Alternative Facts and Elite Betrayal in the Trump Era - Case - Faculty & Research - Harvard Business School". Harvard Business School. https://www.hbs.edu/faculty/Pages/item.aspx?num=53023.
44. ↑ Smith, David (28 December 2020). "Alternative facts, witch-hunt, bigly: the Trump era in 32 words and phrases". The Guardian. https://www.theguardian.com/us-news/2020/dec/28/alternative-facts-bigly-witch-hunt-trump-era-words-phrases.
45. ↑ "America hits peak anti-intellectualism: Majority of Republicans now think college is bad". Salon. 2017-07-11. https://www.salon.com/2017/07/11/america-hits-peak-anti-intellectualism-majority-of-republicans-now-think-college-is-bad/.
46. ↑ "Is Anti-Intellectualism Ever Good for Democracy?". Dissent. Winter 2019. https://www.dissentmagazine.org/article/is-anti-intellectualism-ever-good-for-democracy.
47. ↑ Rummler, Jacob Knutson, Orion (23 September 2020). "Trump pushes to expand ban against anti-racism training to federal contractors" (in en). https://www.axios.com/trump-discrimination-training-federal-contractors-63b3515d-9720-4d53-abfd-530262f9f9b8.html.
48. ↑ "LDF Issues Statement in Response to President Trump's Executive Order" (in en-US). 24 September 2020. https://www.naacpldf.org/press-release/ldf-issues-statement-in-response-to-president-trumps-executive-order/.
49. ↑ Wise, Alana (17 September 2020). "Trump Announces 'Patriotic Education' Commission, A Largely Political Move" (in en). https://www.npr.org/2020/09/17/914127266/trump-announces-patriotic-education-commission-a-largely-political-move.
50. ↑ "Trump pushes for 'patriotic education' in schools" (in en-US). 2020-09-02. https://www.nbc4i.com/news/u-s-world/trump-pushes-for-patriotic-education-in-schools/.
51. ↑ DeSilver, Drew (2020-08-21). "U.S. students' academic achievement still lags that of their peers in many other countries". https://www.pewresearch.org/fact-tank/2017/02/15/u-s-students-internationally-math-science/.
52. ↑ "Education Rankings by Country 2023". https://worldpopulationreview.com/country-rankings/education-rankings-by-country.
53. ↑ 53.0 53.1 "Anti-Intellectualism and the "Dumbing Down" of America" (in en). https://www.psychologytoday.com/blog/wired-success/201407/anti-intellectualism-and-the-dumbing-down-america.
54. ↑ Rafik, Elias (2009). "The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students' Perceptions of Cheating". Journal of Business Ethics 86 (2): 199–209. doi:10.1007/s10551-008-9843-8.
55. ↑ "Anti-Intellectualism Is Biggest Threat to Modern Society | American Council on Science and Health" (in en). 2016-06-27. http://acsh.org/news/2016/06/26/anti-intellectualism-is-biggest-threat-to-modern-society.
56. ↑ "Anti-intellectualism Is Killing America" (in en). https://www.psychologytoday.com/blog/our-humanity-naturally/201506/anti-intellectualism-is-killing-america.
57. ↑ Zaleha, Bernard Daley; Szasz, Andrew (2015-01-01). "Why conservative Christians don't believe in climate change". Bulletin of the Atomic Scientists 71 (5): 19–30. doi:10.1177/0096340215599789. ISSN 0096-3402. Bibcode: 2015BuAtS..71e..19Z. https://www.tandfonline.com/doi/abs/10.1177/0096340215599789.
58. ↑ "cultural cognition project – Cultural Cognition Blog – MAPKIA! "answer" episode 1: The interaction effect of religion & science comprehension on perceptions of climate change risk" (in en). http://www.culturalcognition.net/blog/2013/11/22/mapkia-answer-episode-1-the-interaction-effect-of-religion-s.html.
59. ↑ Dane, Claussen (2004). Anti-Intellectualism in American Media. New York: Peter Lang Publishing. pp. 197–198. ISBN 978-0-8204-5721-5.
60. ↑ Rigney, Daniel (1991). "Three kinds of Anti-intellectualism: Rethinking Hofstadter". Sociological Inquiry 61 (4): 431–451. doi:10.1111/j.1475-682X.1991.tb00172.x.
61. ↑ Dane, Claussen (2004). Anti-Intellectualism in American Media. New York: Peter Lang Publishing. p. 43. ISBN 978-0-8204-5721-5.
62. ↑ Dane, Claussen (2004). Anti-Intellectualism in American Media. New York: Peter Lang Publishing. p. 198. ISBN 978-0-8204-5721-5.
63. ↑ Claussen, Danes. "A Brief History of Anti-Intellectualism in American Media". Academe 97.
64. ↑ Lecklider, Aaron (2013). Inventing the Egghead: The Battle over Brainpower in American Culture.
65. ↑ Маракоў Л. Ахвяры і карнікі. Мн.: Зміцер Колас, 2007 г. ISBN 978-985-6783-38-1
66. ↑ Gentile, Giovanni, Origins and Doctrine of Fascism (with selections from other works), A. James Gregor, ed., pp. 22–23, 33, 65–66
67. ↑ The Oxford Guide to Philosophy (2005), Ted Honderich, ed., p. 332.
68. ↑ Beevor, Antony. The Battle for Spain: The Spanish Civil War 1936-1939. Hachette UK, 2012.
69. ↑ "권위주의·반지성···극우 개신교 토양에서 탄핵반대 세력이 자랐다" (in ko). 2025-12-01. https://www.khan.co.kr/article/202512011356011#ENT.
70. ↑ "[참참참? '동성결혼 합법화'가 출산율 낮출까"] (in ko). 2022-03-04. https://www.asiae.co.kr/article/2022030409193718162.
71. ↑ "김진표 의장, 저출생 해결책으로 "동성애 치유운동" 소개" (in ko). 2022-11-25. https://www.hani.co.kr/arti/politics/politics_general/1068955.html.
72. ↑ ""동물에게 동성애가 없다는 생각은 틀렸다"" (in ko). 2023-08-10. https://www.hankookilbo.com/News/Read/A2023081015170005069.
73. ↑ "[팩트체크 차별금지법 제정되면 소아 성애도 허용된다?"] (in ko). 2021-03-10. https://www.newsnjoy.or.kr/news/articleView.html?idxno=302384.
74. ↑ "성교육이 청소년에게 조기성애화를 부추긴다고? [배정원의 핫한 시대"] (in ko). 2023-01-01. https://www.sisajournal.com/news/articleView.html?idxno=253362.
75. ↑ "적극적인 미국의 성교육, 실효성은…" (in ko). 2013-03-06. https://woman.donga.com/3/search/12/145476/1.
76. ↑ ""콘돔 끼세요" 이게 전부인 성교육...10대 엄마는 죄인이 됐다" (in ko). 2022-05-27. https://www.joongang.co.kr/article/25074679.
77. ↑ "반지성주의와 한국의 교육" (in ko). 2024-03-16. https://www.p-um.net/p/community/think/clttyjqgp00vy01ahetjs2wuz.
78. ↑ Dadrian, Vahakn N. (2004). The history of the Armenian genocide: ethnic conflict from the Balkans to Anatolia to the Caucasus (6th rev. ed.). New York: Berghahn Books. p. 221. ISBN 978-1-57181-666-5.
79. ↑ Blinka, David S. (2008). Re-creating Armenia: America and the memory of the Armenian genocide. Madison: University of Wisconsin Press. p. 31. "In what scholars commonly refer to as the decapitation strike on April 24, 1915..."
80. ↑ Bloxham, Donald (2005). The Great Game of Genocide: Imperialism, Nationalism, and the Destruction of the Ottoman Armenians. Oxford University Press. p. 70. "...the decapitation of the Armenian nation with the series of mass arrests that began on 24 April..."
81. ↑ Sahаkian, T. A. (2002). "Արևմտահայ մտավորականության սպանդի արտացոլումը հայ մամուլում 1915–1916 թթ. [The interpretation of the fact of extermination of the Armenian intelligentsia in the Armenian press in 1915–1916"] (in hy). Lraber Hasarakakan Gitutyunneri 1 (1): 89–97. https://arar.sci.am/dlibra/publication/42827/edition/38362/content. "Դրանով թուրքական կառավարությունը ձգտում էր արևմտահայությանը գլխատել, նրան զրկել ղեկավար ուժից, բողոքի հնարավորությունից:".

## Further reading

* Dane S. Claussen (2004). Anti-Intellectualism in American Media. New York: Peter Lang Publishing. ISBN 978-0820457215.
* Liza Featherstone, Doug Henwood, and Christian Parenti, "'Action Will be Taken': Left Anti-Intellectualism and its Discontents," Left Business Observer.
* William Hinton, Hundred Day War: The Cultural Revolution at Tsinghua University. New York: New York University Press, 1972.
* Richard Hofstadter, Anti-intellectualism in American Life. New York: Alfred A. Knopf, 1963.
* Susan Jacoby, The Age of American Unreason. New York: Pantheon Books, 2008.
* Aaron Lecklider (2013). Inventing the Egghead: The Battle over Brainpower in American Culture. Philadelphia: University of Pennsylvania Press. ISBN 978-0-8122-4486-1.
* Elvin T. Lim (2008). The Anti-Intellectual Presidency: The Decline of Presidential Rhetoric from George Washington to George W. Bush. New York: Oxford University Press. ISBN 978-0199898091. https://archive.org/details/antiintellectual0000lime.
* "Anti-Intellectualism and the "Dumbing Down" of America". psychology today. 2014. https://www.psychologytoday.com/blog/wired-success/201407/anti-intellectualism-and-the-dumbing-down-america. "There is a growing and disturbing trend of anti-intellectual elitism in American culture. It's the dismissal of science, the arts, and humanities and their replacement by entertainment, self-righteousness, ignorance, and deliberate gullibility."

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