Jottings on Tanghe’s tangle with Huzinga’s zing.
Notes Inspired by Huizinga’s Homo Ludens and Tanghe’s re-reading on play and the humanities and out of a longer riff on Huizinga/Tanghe and what play means for culture-crafting today
Koen B. Tanghe re-reads (2016) Johan Huizinga’s Homo Ludens (1938) as a case study in the long-running “existential crisis” of the humanities. He (etal) sees the crisis as not primarily about falling student numbers; rather, Tanghe argues it is a confidence and status crisis—humanists doubt their mission and feel the intellectual “action” has moved to science.
Tanghe’s framing of the “crisis”
He outlines three typical responses humanists have adopted:
- Reject science’s relevance or moral credibility (a “science wars” posture).
- Reassert traditional humanities vocations (ethical, political, spiritual, aesthetic, civic).
- Pursue consilience with science, either strong (full integration) or soft (selective borrowing).
Tanghe endorses soft consilience as both feasible and historically grounded.
Why Homo Ludens matters here
Tanghe treats Homo Ludens as:
- A humanist masterpiece: extraordinarily erudite, cross-cultural, stylistically compelling, and morally resonant.
- But explanatorily weak: once read as a theory about why play matters for culture, it fails to convince modern critical readers. The brilliance-without-explanatory-content combination is what makes it symptomatic of the humanities’ malaise.
Huizinga’s thesis (as Tanghe summarizes)
Huizinga claims:
- Play is older than culture, and culture arises and unfolds “in and as play.”
- As cultures mature, playfulness declines; modernity shows “false play” and “puerilism.”
Tanghe’s central methodological critique
Huizinga deliberately excludes biological and psychological approaches, defining play as a “mind phenomenon” and therefore a humanities-only topic. Tanghe says this rests on a strict nature/culture split and becomes circular:
- Define play as non-biological.
- Claim only humanities can study it.
- Use that claim to justify the definition.
Three explanatory flaws Tanghe finds in Homo Ludens
- A “ludicrous” contradiction
If play generates culture early on but disappears as culture matures, Huizinga needs the ad hoc idea of “false play” to explain modernity. Tanghe finds that move conceptually unstable. - A hidden truism about “culture”
Huizinga treats “culture” as mostly high, aesthetic, ritualized culture (myth, poetry, art, aristocratic contest), so it is unsurprising that play looks foundational. Tanghe argues the thesis works largely because culture has been pre-narrowed to play-like domains. - Agonistic (contest) bias
Huizinga makes agon (contest) the central form of play and leans heavily on Greek aristocratic competition as cultural paradigm. Tanghe, citing Sutton-Smith and others, calls this a restrictive and masculinist narrowing of play’s variety.
What biology adds (Tanghe’s “soft consilience” remedy)
Tanghe argues that a credible account of play and culture must start from the biology and evolution of play. Biology shows:
- Play is widespread in animals and humans, so its roots are adaptive and embodied, not just symbolic.
- Social play often aims to keep play going, not to win; agon is one subset, not the essence.
- Evolutionary ideas like neoteny and human cognitive “fluidity” help explain why play remains central across life and cultures, countering Huizinga’s declinism.
Bottom line
Homo Ludens remains a great humanist work, but its explanatory claims are undermined by Huizinga’s anti-scientific “fortress” stance, his declinist mood, his high-culture focus, and his agonal fixation. Tanghe concludes that humanities should preserve interpretive richness while adopting epistemic soft consilience with science whenever they make claims about human nature and culture’s origins.
Citations:-
Huizinga — original Dutch edition (1938)
Huizinga, J. (1938). Homo ludens: Proeve eener bepaling van het spel-element der cultuur. Groningen, Netherlands: Tjeenk Willink / Wolters-Noordhoff.
Huizinga — widely used English edition
Huizinga, J. (1949). Homo ludens: A study of the play-element in culture (R. F. C. Hull, Trans.). London, England: Routledge & Kegan Paul. (Original work published 1938)
Tanghe — article
Tanghe, K. B. (2016). Homo Ludens (1938) and the crisis in the humanities. Cogent Arts & Humanities, 3(1). https://doi.org/10.1080/23311983.2016.1245087
My interpretation of terms used or averred
Agon / agonistic play
Play centered on contest, rivalry, winners and losers (e.g., competitive games). Huizinga treats this as the main form of play; Tanghe says that’s too narrow.
Anathema
Something strongly disliked or rejected. Tanghe says consilience was “anathema” to Huizinga.
Anti-positivism
A stance against the idea that only scientific/empirical methods give real knowledge. Huizinga’s humanities lean anti-positivist.
Arch-humanist
A very thorough or “paradigmatic” humanist—someone who strongly defends humanities’ autonomy from science. Used for Huizinga.
Biology of play
Scientific study of play as an evolved, adaptive behavior found in animals and humans. Tanghe says this is foundational for any credible theory.
Consilience (strong vs. soft)
“Jumping together” of knowledge across disciplines.
- Strong consilience = full integration of humanities into scientific frameworks.
- Soft consilience = humanities borrow and align with science where needed, without losing interpretive aims.
Cultural maturity / declinism
The idea that cultures pass from youthful, playful beginnings to rigid, less playful “adult” phases; in Huizinga, modernity represents decline.
Diachronic
Across time; historically developing. Tanghe says a scientific account might study play–culture relations diachronically.
Ethology / ethological aims
Ethology = scientific study of animal behavior. Tinbergen proposed four aims (causation, development, function, evolution); Burghardt adds a fifth (private experience).
Existential crisis (of the humanities)
A crisis of purpose and self-confidence: humanists feel their relevance and status have weakened in science-dominated universities. Not mainly a numbers / enrolment problem.
False play
Huizinga’s term for modern “play” that is over-organized, professionalized, or mixed with serious power games; Tanghe thinks it’s an ad hoc patch.
Geisteswissenschaften / geesteswetenschappen
German/Dutch for “human sciences” or humanities—disciplines studying meaning, mind, and culture (history, philology, philosophy). Geisteswissenschaften (German) and geesteswetenschappen (Dutch) both literally translate to "sciences of the mind" or "spirit sciences" and are generally understood in English as the humanities or liberal arts. Huizinga says play belongs here.
High culture
Elite cultural forms (art, poetry, ritual, philosophy). Tanghe says Huizinga over-identifies culture with these, biasing his thesis.
Idiographic vs. nomothetic
Two styles of inquiry:
- Idiographic = focuses on unique, particular cases (typical ideal of humanities/history).
- Nomothetic = seeks general laws (typical ideal of natural sciences).
Liminality
A threshold / in-between state in cultural life. Mentioned via Thomassen in relation to modernity and play.
Machismo view of play history
A critique (from Sutton-Smith) that Huizinga frames play mainly as masculine contest and combat.
Neoteny (juvenilisation)
Evolutionary retention of youthful traits into adulthood. Tanghe uses it to explain humans’ lifelong playfulness.
Organic metaphor (culture as organism)
Huizinga likens culture to a living being that grows, matures, and loses youthful playfulness.
Puerilism
Huizinga’s term for a toxic modern blend of adolescence + barbarism: childish mass behaviour, trivial sensationalism, and “play” intruding into serious domains.
Raison d’être
French: “reason for being.” Used for the humanities’ mission/purpose.
Romantic pessimism / nostalgia
Huizinga’s mood of mourning a lost golden past; Tanghe sees this as driving the decline narrative.
Science wars
Late-20th-century conflicts over whether scientific methods should dominate understanding of humans and culture. Tanghe places some humanists here.
Self-handicapping
In social play (animal or human), stronger players restrain themselves so play can continue; shows play is often about relationship, not victory.
Studia humanitatis
Renaissance term for humanist studies (grammar, rhetoric, history, poetry, moral philosophy). Tanghe uses it to name the humanities tradition.
Two cultures
C. P. Snow’s idea that humanities and sciences form separate intellectual cultures with mutual misunderstanding. A background frame for Tanghe’s argument.
Urphänomen
Goethe’s term for a primary, irreducible phenomenon. Gombrich says Huizinga treated play this way to shield it from scientific analysis.