A&E/Community
In Robert McClintock’s work, community is not a static, abstract entity, but the vital, interpersonal matrix within which human beings conduct their lives, exercise judgment, and form themselves. He rejects the idea that a person can be understood in isolation; instead, human existence is deeply entwined with others, making the conduct of life a profoundly shared endeavor.
McClintock defines the role of community in the conduct of life through several key dimensions:
1. The Interpersonal Nature of Judgment and Culture McClintock argues that the fundamental problem of conducting one's life is the "imperative of judgment"—the continuous need to make choices and direct actions,. This judgment is profoundly interpersonal,. He contrasts the solitary, rationalistic Cartesian view ("I think, therefore I am") with a communal reality: "we are, therefore we think together",,,. We also feel, believe, hope, and fear together,. Culture itself is an "interpersonal inheritance" that only exists as it passes from person to person,. To navigate the complexities of life, people must concert their perceptions and purposes, relying on plural acceptance to build a habitable, shared world,,.
2. The Dynamic of Exemplarity and Aptness McClintock defines community in its ultimate sense as "the dynamic spiritual unity formed by an example and its connoisseurs",. The vitality of a common life springs from a web of reciprocal influences where individuals observe and are inspired by the diverse competencies of others,. This ranges from grand historical figures to "humble heroes"—the butcher, the baker, the candlestick maker—whose daily examples help youth form their elementary standards of character. A healthy community thrives on this free, non-coercive polarization of individuals toward admired patterns of excellence,.
3. Education as a Civic Process For McClintock, community is both the agent and the result of education,. He argues that true education is a "civic process" taking place in public spaces, through which people join together to determine their values, interpret meanings, and share stories. Drawing on Aristotle, he notes that a true polity is an association for the "shared pursuit of the good life",. To be a citizen is to be integrally involved with others in this pursuit, exercising autonomy not as an isolated individual, but as a participant contributing to the commonweal,,,.
4. The Commons and the City McClintock conceptualizes the ultimate arena of community as the "commons"—the unbounded physical and cultural resources built up through the sum of human efforts across historical time,,. Within this commons, the city (or urban polity) serves as the archetypal community. Cities are not merely imagined areas on a map, but "interactive operating systems" that organize human diversity and allow people to exercise choice, interact, and act together,. The city concentrates human possibilities, requiring the young and old alike to make conscious choices to define themselves.
5. Digital Learning Communities In his later work, McClintock explores how digital technologies can vastly expand the role of community in the conduct of life. He envisions breaking down the walls of the traditional, isolated school to create "digital learning communities",. In this model, the school ceases to contain the educational program; instead, the educational program "will contain the school, the home, the community, the entire City",,. This transforms the entire community into a shared field of educational interaction, where students, parents, teachers, and citizens continuously collaborate on difficult problems and participate fully in the cultural work of the world,,.