A striking statement on school reform by U.S. Education Secretary, Arne Duncan. Duncan called the 2005 Hurricane Katrina “the best thing that happened to the education system in New Orleans.” Duncan continued: “That education system was a disaster, and it took Hurricane Katrina to wake up the community to say that ‘we have to do […]
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At this year’s APEE conference, I am chairing a session on “Ethics and the Financial Crisis.” The rationale for the session: Many conferences and debates are focusing on the economics and politics of the crisis, but much less attention is being focused on the core ethics issues involved. Here are the participants and the titles
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[This is Section 30 of Nietzsche and the Nazis.] 30. On anti-Semitism: valid or disgusting? The most repulsive sign of Germany’s decline, Nietzsche writes—and this may be initially surprising—is its hatred of the Jews, its virulent and almost-irrational anti-Semitism. Nietzsche, we know, has said some harsh things about the Jews—but again, that is a set
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[This is Section 16 of Nietzsche and the Nazis.] 16. Eugenics Nazi education and censorship attempted to control people’s minds. The Nazis also controlled the bodies of their citizens as much as possible. Milder controls involved new public-health measures such as an aggressive campaign against smoking: the Nazis banned smoking in certain public places, ran
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[This is Section 17 of Nietzsche and the Nazis.] 17. Economic controls Through education and censorship, the Nazis attempted to socialize the German mind. Through public health measures and eugenics, they attempted to socialize the German body. A natural extension of both policies was to socialize German economic production. As would be expected by the
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[This is Section 18 of Nietzsche and the Nazis.] 18. Militarization The most important part of the new Germany was the military. On a historically unprecedented scale, the German economy became a war economy. Conscription had been reintroduced in 1935, and in 1936 Hermann Göring took over as Germany’s economic minister. Under Göring’s direction, Germany
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Following up on an earlier post contrasting modernism with pre-modernism, I here contrast post-modernism to both. Postmodernism as a philosophical system is defined by means of its characteristic claims in the five major branches of philosophy: metaphysics, epistemology, human nature, ethics, and politics. Postmodernism as a historical movement is defined by the time of its
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Intellectual systems and movements are defined philosophically by means of their characteristic claims in the five major branches of philosophy: metaphysics, epistemology, human nature, ethics, and politics. As historical movements, they are defined by the time of their formulation and most vigorous activity. So in the following table I offer a definitions of pre-modernism and
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