An article by Warren Reich in the December 1994 issue of this journal concludes that the word "bioethics" and the field of study it names experienced a "bilocated birth" in 1970/1971 under Van Rensselaer Potter, at the University of Wisconsin, and André Hellegers, at Georgetown University. Further historical inquiry confirms (1) that there were, from the start, some major differences—even clashes—between the Potter and the Hellegers/Georgetown understandings of bioethics; and (2) that the Hellegers/Georgetown approach came to be the more (...) widely accepted meaning of the term, while Potter's idea of bioethics remained largely marginalized. However, this inquiry also results in a third, unanticipated, conclusion: that Hellegers (in contrast to the dominant model offered by the Georgetown scholars) actually proposed a global approach to bioethics, bringing his vision much closer to Potter's evolving view than previously has been acknowledged. (shrink)

Neoliberal cultural frames of individual choice inform mothers’ accounts of why they refuse state-mandated vaccines for their children. Using interviews with 25 mothers who reject recommended vaccines, this article examines the gendered discourse of vaccine refusal. First, I show how mothers, seeing themselves as experts on their children, weigh perceived risks of infection against those of vaccines and dismiss claims that vaccines are necessary. Second, I explicate how mothers see their own intensive mothering practices—particularly around feeding, nutrition, and natural living—as (...) an alternate and superior means of supporting their children’s immunity. Third, I show how they attempt to control risk through management of social exposure, as they envision disease risk to lie in “foreign” bodies outside their networks, and, therefore, individually manageable. Finally, I examine how these mothers focus solely on their own children by evaluating—and often rejecting—assertions that their choices undermine community health, while ignoring how their children benefit from the immunity of others. By analyzing the gendered discourse of vaccines, this article identifies how women’s insistence on individual maternal choice as evidence of commitment to their children draws on and replicates structural inequality in ways that remain invisible, but affect others. (shrink)

The common school ideal is the source of one of the oldest educational debates in liberal democratic societies. The movement in favour of greater educational choice is the source of one of the most recent. Each has been the cause of major and enduring controversy, not only within philosophical thought but also within political, legal and social arenas. Echoing conclusions reached by Terry McLaughlin, but taking the historical and legal context of the United States as my backdrop, I argue that (...) the ideal of common schooling and the existence of separate schools, which is to say, the existence of educational choice, are not merely compatible but necessarily co-exist in a liberal democratic society. In other words, we need both common schooling and educational choice. The essay proceeds in four parts. First, I explain why we need to understand something about pluralism in order to understand common schooling and school choice. In the second and third parts, I explore the normative significance of pluralism for common schooling and educational choice, respectively. In the fourth part, I show how the two can be reconciled, given a certain understanding of what pluralism demands. (shrink)

Against the background of the Deweyan tradition of Democracy and Education, we discuss problems of complexity and reductionism in education and educational philosophy. First, we investigate some of Dewey’s own criticisms of reductionist tendencies in the educational traditions, theories, and practices of his time. Secondly, we explore some important cases of reductionism in the educational debates of our own day and argue that a similar criticism in behalf of democracy and education is appropriate and can easily be based on Deweyan (...) terms. Thirdly, we draw some more general conclusions about complexity and reductionism as challenges for democracy and education. Among other things, we argue that powerful social tendencies of capitalist competition and social Darwinism support reductionisms in education and put the democratic project at risk. The tensional relation between democracy and capitalism constitutes a major challenge for educational philosophy in our own time as much as in Dewey’s. (shrink)

For both Han F. de Wit and Stanislav Grof, spirituality constitutes an essential part of humaneness; a life built on materialism is deemed an impoverished life. For de Wit, spirituality yields courage, compassion, joy, clarity of mind, and consequently wisdom. For Grof, personal spiritual experiences gained during altered states of consciousness are of central interest. After defining spirituality, these views, built on long‐term personal experiences of the authors and those of others, are explicated in detail. Both authors describe their respective (...) approaches to spiritual development. In either approach, third‐person knowledge and judgments have to be supplemented by first‐person knowledge and judgments arrived at appropriately. (shrink)

The discussion in this essay is the result of a dialogue between William Gavin and the Cologne program of interactive constructiveism. First, we give an introduction to language in James and Rorty combined with constructivist reflections. Second, we provide an extended and deepened exploration of the relation of language and experience. Here we expand the discussion and also include perspectives from Dewey. Third, we draw conclusions to the important philosophical issues of relativism and arbitrariness as questions to which pragmatism (...) as well as constructivism must give constructive responses. (shrink)

While Superman’s fantastic abilities make him the most powerful being on Earth, his upbringing on the Kents’ farm is what makes him a hero. Unfortunately, moral philosophy often understates the importance of such character. One popular approach to ethics, utilitarianism, asks us to act in ways that maximize the happiness or well‐being of all the people affected. We are not born with virtues (or vices), and this is critical for understanding Superman's heroic personality. The question of how Superman's upbringing would (...) be affected by landing in another nation was explored in Mark Millar's Superman: Red Son (2004). Instead of truth, justice, and the American way, Hitler's Superman would value the totalitarian ideals of propaganda, obedience, and serving the führer. Imagine how some of the major events of World War II may have been different had Superman been involved with Hitler's cause. (shrink)

This superb collection of writings on buddha nature by the Third Karmapa Rangjung Dorje (1284-1339) focuses on the transition from ordinary deluded consciousness to enlightened wisdom, the characteristics of buddhahood, and a buddha's enlightened activity. Most of these materials have never been translated comprehensively. The Third Karmapa's unique and well-balanced view synthesizes Yogacara Madhyamaka and the classical teachings on buddha nature. Rangjung Dorje not only shows that these teachings do not contradict each other but also that they supplement (...) each other and share the same essential points in terms of the ultimate nature of mind and all phenomena. His fusion is remarkable because it clearly builds on Indian predecessors and precedes the later often highly charged debates in Tibet about the views of Rangtong ("self-empty") and Shentong ("other-empty"). Although Rangjung Dorje is widely regarded as one of the major proponents of the Tibetan Shentong tradition (some even consider him its founder), this book shows how his views differ from the Shentong tradition as understood by Dolpopa Taranatha and the First Jamgon Kongtrul. The Third Karmapa's view is more accurately described as one in which the two categories of rangtong and shentong are not regarded as mutually exclusive but are combined in a creative synthesis. For those practicing the sutrayana and the vajrayana in the Kagyu tradition, what these texts describe can be transformed into living experience. (shrink)

This publication is an article 2, expanding on the topic, outlined in article 1, published earlier in “Philosophical thoughts” (1019, No. 1). The author considers the constitutional prerequisites of the anthropological anti-Utopia of the Third Reich, the main principles of which were deduced from the folk-political and folk-cultural versions of the German philosophical anthropology completed with ideological statements of the industrialism. The functional potential of the human ideals is regarded. These ideals are canonized in the ideology of the (...) national-socialism with the symbolic representation as Leader, Worker and Soldier as practical persons are conceptualized as antipodes, which in the further myth creations of the national-socialism are concretized and became the features of heroes. The idea and realities of the folk educational state are analyzed including the chronological and topological characteristics of this anti-utopia with the practically unrestricted life-time and the dialectic of the European idea with paradox prescribing to it the Nordic origin. The significance of sacral meaning of the Third Reich is clarified in the categorical schemes of the political romantic. The consequences of intentional primitivism of the world view culture of the youth are detected in the landscapes of the anthropological anti-utopia with the transforming of the normal student into “the political soldier” and recognition of the masculine community as a structuring model of society. The anti-human intentionality of biological reduction of the new world view, which is founded on the myth of the origin and the race theory, is unveiled as a distinction between a “worse” and “non- worse” life what makes this anti-utopia a repressive one and legitimates the crime practices of the re-education and liquidation. (shrink)

What was the connection between the structure of the German economy in the 1930s and German aggression in World Warii? Adam Tooze’sWages of Destructionforcefully poses this issue, but fails to adequately resolve it. Instead, on this decisive question, his analysis oscillates uneasily between two equally unconvincing models: rational-choice theory and cultural determinism. This surprising explanatory failure derives from an inadequate theorisation of German imperialism as the expression of the combined and uneven development of the German economy and society in the (...) late-nineteenth and early-twentieth centuries. (shrink)

How does a person become Hitler's enemy number one? Not through espionage or violence, it turns out, but by striking fearlessly at the intellectual and spiritual roots of National Socialism. Dietrich von Hildebrand was a German Catholic thinker and teacher who devoted the full force of his intellect to breaking the deadly spell of Nazism that ensnared so many of his beloved countrymen. His story might well have been lost to us were it not for this memoir he penned in (...) the last decades of his life at the request of his wife, Alice von Hildebrand. In My Battle Against Hitler, covering the years from 1921 to 1938, von Hildebrand tells of the scorn and ridicule he endured for sounding the alarm when many still viewed Hitler as a positive and inevitable force. He expresses the sorrow of having to leave behind his home, friends, and family in Germany to conduct his fight against the Nazis from Austria. He recounts how he defiantly challenged Nazism in the public square, prompting the German ambassador in Vienna to describe him to Hitler as 'the architect of the intellectual resistance in Austria.' And in the midst of all the danger he faced, he conveys his unwavering trust in God, even during his harrowing escape from Vienna and his desperate flight across Europe, with the Nazis always just one step behind. Dietrich von Hildebrand belongs to the very earliest anti-Nazi resistance. His public statements led the Nazis to blacklist him already in 1921, long before the horrors of the Third Reich and more than twenty-three years before the famous assassination attempt on Hitler in July 1944. His battle would culminate in the countless articles he published in Vienna, a selection of which are featured in this volume. 'It is an immense privilege,' writes editor John Henry Crosby, founder of the Hildebrand Project, 'to present to the world the shining witness of one man who risked everything to follow his conscience and stand in defiance of tyranny'. (shrink)

Anton Bruckner, the Austrian composer famous for his monumental and sophisticated symphonies, has never been among the most popular composers in the English-speaking world. However, the fact that his works became the favourites of the Nazis before and during WWII has been the subject of an ongoing scholarly debate since the 1990's. Not only did Hitler show personal approval of the symphonist, the National Socialist Party used the orchestral music of Bruckner to accompany a number of important party events. For (...) example, in the 1939 video footage of Hitler's 50th birthday celebration, we hear the final climax of the Fifth Symphony accompanying images of the F??hrer. After the German radio announced the death of Hitler on 1st May 1945, the Adagio of the Seventh Symphony was played, perhaps as a kind of funeral music for the Nazi dictator. (shrink)

In this article I try to answer one central question: how can it be explained that the most intense reception of American pragmatism in Germany took place during the Nazi dictatorship (and not in democratic political environments before – during the Weimar Republic – and afterwards – in the first 20 years of the Federal Republic)? The answer is complicated: it starts with an academic exchange programme between Germany and the USA which brought the young post-doc Eduard Baumgarten in the (...) mid -20ties to America and put him in contact with John Dewey and some of his pupils. After his return in 1929 he hoped to write and teach about pragmatism. This project came to an abrupt end, when Martin Heidegger denied him a promised position at the university of Freiburg. After the Nazi “seizure of power” the situation became worse when a completely negative expert opinion by Heidegger, by then the leading Nazi philosopher, blocked Baumgartens habilitation in Göttingen. Baumgarten fought back and established ties to a rising star in Nazi-philosophy, Alfred Baeumler, a devoted follower of Nietzsche’s “Will to Power.” This move secured in the end the publication of Baumgarten´s two books on American philosophy and especially on pragmatism. But this triumph came at a cost: a “reinterpretation” of the democratic content of pragmatism and an effort to show similarities between it and Nietzsche´s philosophy. (shrink)

Before 1933 commentaries on laws were exclusively juristic texts, written and read only by legal professionals. Beginning in 1934, scholars from different disciplines, especially medical scientists, began writing juristic commentaries. The essay examines the reasons for this development and explores how it changed the genre, using the example of the most important commentary on theBlutschutz-andEhegesundheitsgesetz, which resulted from the collaboration of two medical professionals and a legal professional. The article argues that the recruitment of non-juristic authors and the corresponding methodological (...) changes were caused by a debate on a possible “reform” of juristic commentaries which took place in law journals. From the perspective of the National Socialist regime, the genre in its traditional form was not compatible with the Third Reich’s philosophy of law.In this new genre, commentaries not only referred to legal problems, but also dealt with issues from other disciplines, such as medical questions. The essay modifies Mitchell G. Ash’s theoretical approach regarding the “entanglement” of jurisprudence and other disciplines. Law and other sciences became, according to Ash, “resources for one another”: Legal scholars could claim that legal decisions were based on scientific facts and therefore “unquestionable.” The affected disciplines also gained greater importance as a result of this process in which their findings becoming legally relevant. This transformation also enabled them to acquire resources for new research projects.Moreover, the essay examines the connection between this development and the change of audience within German courts. Not only did the authors of the commentaries change, but also the recipients: Many laws passed after 1933 introduced new courts using lay judges, professionals with a non-law background. These “experts” came from multiple fields connecting them to the new law, such as medical professionals. (shrink)

Attempting to trace the intellectual history of any political movement is, at best,problematic. Humans construct political movements and the intellectual, philosophical underpinnings of those movements, and, in general, it is not one person who is doing the creating, but rather a multitude of people are involved; the circumstance of how politics is created is a web, which makes it difficult for researchers to trace the historical roots of movements. Nazi Germany has been the focus of numerous research projects to understand (...) the intellectual roots of Nazism and the how and why they were successful in gaining and consolidating power. In line with popular theories in Sociology and History, earlier researchers have traced the intellectual roots of the Nazis in order to situate Nazi Germany as anti-modern, which by extension would situate their crimes against humanityand fascism in the same camp. In particular, Romanticism has been the movement that some historians have cited as a possible root for Nazism. The primary goal of this paper will be to disrupt the historical continuation argument, deconstruct the main parts of each of the camps, and provide support for the appropriation argument. This goal is designed to connect to the much larger debate of the state of anti-modern/modern of Nazism, and aid in showing Nazism as a modern movement. It is through researching and analyzingthe how and why the Nazis appropriated Romanticism that allows academics to study the influences from the past in the development of National Socialism, while accounting for the frame that the Nazis used to read the Romantics and the purpose for the way that Romantic literature was framed within Nazi-Germany. (shrink)

The everyday realities of educational practices of the Third Reich are reconstructed in the memoires of involved observers of these processes. The most of them can be used as a factual supplement to theoretical reflections on totalitarian transformations in education as their subjective perceiving. Despite of different origin and life attitudes all the authors of translated fragments are concentrated on those features of totalitarian educational innovations which show their completely incompatibility with the humanistic tradition in education. The everyday (...) life of universities’ and school’s communities in the Third Reich was determined by the national-socialist ideology. The recalling on Heidegger’s activities as the rector of the University in Freiburg (H. Gottschalk, H. Jonas, K. Löwith, G. Cesar) expose the ambiguity of his way of thinking and acting, what was also noticeable in his habitus. His nationalism was not combined strong with the anti-Semitism in the university’s management. The race theory as a part of national-socialismideology wasn’t definitive for the everyday life in those educational institutions, where the educational traditions were connected with the humanistic values existing in families (L. Schmidt, G. Cesar). Some attempts to stimulation of the pro-social behavior of pupil and students (helping and solidarity) were not effective in the Third Reich because of their directive nature (G. Cesar). The comparison of the national-socialism model of the school and the Lichtwark School taking by L. Schmidt demonstrates the advantages of non-indoctrinated educational institutions withthe pedagogical and socialfreedom used for the all-side development of pupil personality. The experience of the membership in BMD (League of German girls), connected with the force working is critically analyzed by G. Cesar and L. Schmidt. The social status of women and their educational influence in the family of the Third Reich design is reconstructed by B. Vinken. She shows that the fascist ideology provides only the subordinated role of women in all spheres of the social life including the educational practices. (shrink)

This qualitative study used descriptive phenomenology to examine experiences of healing and reconciliation, for children of Holocaust survivors, through dialogue with children of the Third Reich. Descriptive phenomenological interviews with 5 participants yielded several common essential elements. The findings indicated that participants experienced a sense of healing of intergenerational trauma, a reduction in prejudice, and increase in motivation for pro-social behaviors. The degree to which these findings may reflect a shift in sense of identity, as well as the (...) implications of the findings for conflict resolution, intergroup conflict reduction and peace psychology are discussed. (shrink)

This essay analyzes one of Germany's former premier research institutions for biomedical research, the Kaiser Wilhelm Institute for Anthropology, Human Heredity and Eugenics (KWIA) as a test case for the way in which politics and human heredity served as resources for each other during the Third Reich. Examining the KWIA from this perspective brings us a step closer to answering the questions at the heart of most recent scholarship concerning the biomedical community under the swastika: (1) How do (...) we explain why the vast majority of German human geneticists and eugenicists were willing to work for the National Socialist state and, at the very least, legitimized its exterminationist racial policy; and (2) what accounts for at least some of Germany's most renowned medically trained professionals' involvement in forms of morally compromised science that wholly transcend the bounds of normal scientific practice? Although a complete answer to this question must await an examination of other German biological research centers, the present study suggests that during the Nazi period the symbiotic relationship between human genetics and politics served to radicalize both. The dynamic between the science of human heredity and Nazi politics changed the research practice of some of the biomedical sciences housed at the KWIA. It also simultaneously made it easier for the Nazi state to carry out its barbaric racial program leading, finally, to the extermination of millions of so-called racial undesirables. (shrink)

ABSTRACTTheodor Haecker’s translation and reception of Kierkegaard exerted a strong influence on interwar German readings of Kierkegaard. Recent scholarship has drawn renewed attention to Haecker’s World War I Kierkegaardian polemics and the dampening of his enthusiasm for Kierkegaard after his conversion to Catholicism in 1921. This article offers a twofold refinement of current accounts of Haecker’s Kierkegaard reception. First, it shows that Haecker’s attempt to describe a Catholic theological anthropology after 1931 was less a turn away from Kierkegaard and more (...) a turning of Kierkegaard toward the Catholic intellectual tradition. Second, the article shows how this anthropological project collided with the ideology and censorship of the Third Reich, where Haecker became a key voice in the Catholic ‘inner emigration.’ Revisionist methodologies in German studies have modelled how to retrieve the resonance of inner-emigration texts – literary, philosophical, theological, etc. – that were written against the grain of dictatorship. As inner emigrant, Haecker draws instinctively on Kierkegaard’s authorship, life, and thought as a paradigm for his own regime-critical writing and existence. With the claim that Haecker’s inner-emigration writings depend on his ongoing encounter with Kierkegaard, this article offers new access to Haecker’s late thought for philosophers, theologians, and literary scholars alike. (shrink)

This paper discusses the issue of German moral responsibility for the Holocaust in the light of the thesis of Daniel Goldhagen and others that inherited negative stereotypes of Jews and Jewishness were prime causal factors contributing to the genocide. It is argued that in so far as the Germans of the Third Reich were dupes of an ''hallucinatory ideology,'' they strikingly exemplify the ''paradox of moral luck'' outlined by Thomas Nagel, that people are not morally responsible for what (...) they are and are not responsible for. The implications of this paradox for the appraisal of German guilt are explored in relation to the views of a number of recent writers on the Holocaust. (shrink)

This book explores the phenomenon of the Third Reich from a philosophical perspective. It concentrates on the ways in which the subjects and experiences of Nazi Germany, the Holocaust and Anti-Semitism are conceived by eight German thinkers from the Continental tradition. These eight intellectuals include Martin Heidegger, Hannah Arendt, Karl Löwith, Carl Schmitt, Ernst Jünger, Jean Améry, Hans-Georg Gadamer, and Jan Assmann. Based on careful philosophical examinations of both known and unknown texts of these eight thinkers (including an (...) English translation of two forgotten texts by Schmitt and Jünger), this study exposes and then explores the tension between ideology and philosophy, between submission to authority and genuine critical thinking, all of which constitute the essence of the Continental philosophical tradition. This title was made Open Access by libraries from around the world through Knowledge Unlatched.--Provided by publisher. (shrink)