In the wake of the lack of mainstream public comment on the death of one of the world's greatest pianists, Maurizio Pollini, last week, there has been a lot of commentary on the apparent dismissal of classical music by people who should know better. Coupled with the closure of a number of university music departments (with a number of others under threat), alongside the existential threat to some leading orchestras, there does seem to be something going on which bodes ill for music, and for the richness of "culture" - although, as Niklas Luhmann pointed out many years ago, that word "culture" is very slippery indeed.
Posts on social media talk about the "rot" of the declining civilisation for which they blame the present vogue for revisionist iconoclasm that reads cultural history as essentially colonialist, patriarchal and racist. As is often the case, the sins of those who are accused of destroying culture are very similar to those who make the accusation. The common point of error is that both sides in the debate cannot imagine that contradictory positions can both be true simultaneously. It is true that classical music, like much high culture from past centuries (and like the intellectual roots of many academic disciplines), is sometimes colonialist, patriarchal and racist. Given our history, it is hard to imagine it could be anything else. It is also true that it represents the deepest expression of the basic human condition that humanity has created. Like quantum mechanics, or like the magnificent logic of John Duns Scotus's "synchronic contingency", it is true and not true at the same time. And unfortunately protagonists on both sides the debate cannot deal with it.
If there is a decline in culture, it lies in this very point - the inability to deal with contradiction and ambiguity. It is a symptom of reductionism. Were the artists of the renaissance aware of the ethical contradictions that lay beneath their art? Of course they were. This has always been the essential content of art.
The art of classical music, represented in the performances, scores, treatises, biographies, etc, is the quintessence of ambiguity - of "synchronic contingency". A score created by a great composer is an artefact created as a biproduct of an intellectual (for which we might say biological) process dealing with contradiction. A score not only enters into the space of synchronic contingency, but it spins something out of it, without ever resolving a matter as one thing or another: a cadence merely closes - it is not an answer.
More than any other art, classical music demands the intellectual skill to navigate the indeterminate space of black dots on a page so as to attend (with ears - our organ of balance) the fact of music's internal contradiction. It's rather like Ivan Illich's beautiful book "In the Vineyard of the Text", which discussed Hugh of St Victor's "Didascalicon" as an intellectual journey of appreciating the broad field of religious and secular texts, through entering the minds of their various authors. In entering into the space of the score, we enter into the space of the composer and their experience of grappling with the indeterminacy and contradiction of life. In trying to play the notes, we physically experience exactly the same constraints of human anatomy and emotional reaction that the composer would have known in creating it in the first place. The score is "writing as transmission" across centuries of physiological experience in a way that no other form of human communication can achieve. To be in a library full of scores from all periods of music is to be immersed in the sheer consistency of the endeavour to engage in music's ambiguity over the centuries.
It is not music which is under threat. It is ambiguity. We will preserve music by seeking to uphold ambiguity. Unfortunately, neither side in the debate about music wishes to do this, and educational institutions have no interest in ambiguity since their business models insist on reproducible and measurable "learning outcomes". Decolonisers attack music with blunt instruments of a shallow "ethical emotivism", while those opposed to them too often appear reactionary and tone-deaf, craving an educational world which force-feeds children a didactic diet of Bach and Beethoven.
The irony is that this situation is the product of our privileging of text over more refined forms of communication. The privileging of text has also made us very vulnerable to artificial intelligence which appears to be able to select words often better than we can. But AI is not good at ambiguity either, and it is certainly not good at music.
We will need music in the future precisely because of its ambiguity, and also because of the intellectual demands it makes of us to appreciate its ambiguity. It is this ability to deal with ambiguity and contradiction at a deep physiological level which, in the end, differentiates us from machines. While it is obviously now possible to create a computational mechanism for selecting words which is topologically similar to our own human mechanism for selecting words, the creation of a selection mechanism for selecting sounds, or instructions to make sounds, with a specific meaningful intention, is far more challenging. Computers are not connected to the universe. But we are. And the skills of understanding our connection to the universe lie in music and its ambiguity.