Appendix 2: Quotations on Nazi socialism and fascism [Nietzsche and the Nazis]
Quotations on Nazi socialism and fascism. Excerpt from Nietzsche and the Nazis.
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Search Results for: Marxism
The State of ART EDUCATION: Joey McFadden interviews Stephen Hicks
Joseph McFadden is a New York artist and writer: “Joey and Stephen discuss the purpose of art; the state of fine arts education and the art world; the relationship between art and philosophy; 20th-century art; the triad of Marx, Freud, and Darwin; the relationship between Postmodernism and Marxism, and their impact on art & culture;
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Philosophy of Education: My lectures online
Fifty hours of my video lectures on Philosophy of Education are available free online. * The course cover issues from metaphysics, epistemology, human nature, and ethics that are directly relevant to education.* The lectures also cover major philosophies Idealism, Realism, Pragmatism, Behaviorism, Existentialism, Marxism, Objectivism, and Postmodernism — that have enormously influenced contemporary education.* Along
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Marx’s three failed predictions [EP]
[This excerpt is from Chapter 5 of Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault] Marxism and waiting for Godot First formulated in the mid-nineteenth century, classical Marxist socialism made two related pairs of claims, one pair economic and one pair moral. Economically, it argued that capitalism was driven by a logic of competitive
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Appendix 3: Quotations on German anti-Semitism [Nietzsche and the Nazis]
[This is Appendix 3 of Nietzsche and the Nazis. Sources for the quotations are at the end of this post.] Appendix 3: Quotations on German anti-Semitism Martin Luther (1483-1546): “The Jews deserve to hang on gallows, seven times higher than ordinary thieves.” And: “We ought to take revenge on the Jews and kill them.”[189] Immanuel
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Debate or not? A psychological red flag
Exhibit A: Suppose one is studying Plato’s philosophy and encounters this question: Are the Forms to be taken as metaphysical realities or as rhetorical devices? One notes that for years scholars have informally discussed the issue. A formal debate is then proposed. Immediately, one observes this among some Platonists: 1.This should not be debated! Plato
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Beyond the “illusion of freedom and dignity” — Education Theory 10
15-lecture series by Professor Stephen R.C. Hicks, Rockford University. Part Eight: Realism and Education. What did the major Behaviorist thinkers and B.F. Skinner in particular believe, and how they apply it to education? Previous lectures in the series: Part One: Introduction: What is the purpose of education, and what is philosophy’s relevance? Part Two: Reality:
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Professor Piotr Kostyło reviews *Nietzsche and the Nazis*
Do We Know What We Advocate? Stephen Hicks’s Defence of Individualism By Professor Piotr Kostyło Piotr Kostyło is Head of the Department of Philosophy of Education at Kasimir the Great University in Bydgoszcz, Poland. The forty-five years of communism in Poland (1944-1989) were marked by the government reminding society of the atrocities committed during World
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Marxists are determinists, and why that subverts democracy — 2-minute clip from Australia
Stephen Hicks, Professor of Philosophy (USA) and John Anderson, former Deputy Prime Minister (Australia) discuss Democracy, the do-it-yourself politics that presupposes agency — in contrast to Marxism’s environmental determinism that overrides agency. Excerpted from this full-hour interview. Related:
Wolin’s *The Wind from the East: French Intellectuals, the Cultural Revolution, and the Legacy of the 1960s*
Reprising this worth-reading piece on the Maoism of Jean-Paul Sartre, Michel Foucault and other fellow-travelers: Alan Schrift’s critical discussion, in Philosophy in Review, of Richard Wolin’s The Wind from the East: French Intellectuals, the Cultural Revolution, and the Legacy of the 1960s, which is now out in a second edition. Excerpt: “For young leftists—and this