Constructing Neo-Conservatism
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A Critical Assessment of the Political Doctrines of Michael Oakeshott
David Richard Hexter Thesis Title: A Critical Assessment of the Political Doctrines of Michael Oakeshott. Submitted in partial fulfilment of the requirements of the Degree of Doctor of Philosophy. 1 Statement of Originality I, David Richard Hexter, confirm that the research included within this thesis is my own work or that where it has been carried out in collaboration with, or supported by others, that this is duly acknowledged and my contribution indicated. I attest that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge break any UK law, infringe any third party’s copyright or other Intellectual Property Right, or contain any confidential material. I accept that the college has the right to use plagiarism detection software to check the electronic version of the thesis. I confirm that this thesis has not been previously submitted for the award of a degree by this or any other university. The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the prior written consent of the author. David R Hexter 12/01/2016 2 Abstract Author: David Hexter, PhD candidate Title of thesis: A Critical Assessment of the Political Doctrines of Michael Oakeshott Description The thesis consists of an Introduction, four Chapters and a Conclusion. In the Introduction some of the interpretations that have been offered of Oakeshott’s political writings are discussed. The key issue of interpretation is whether Oakeshott is best considered as a disinterested philosopher, as he claimed, or as promoting an ideology or doctrine, albeit elliptically. -
By Philip Roth
The Best of the 60s Articles March 1961 Writing American Fiction Philip Roth December 1961 Eichmann’s Victims and the Unheard Testimony Elie Weisel September 1961 Is New York City Ungovernable? Nathan Glazer May 1962 Yiddish: Past, Present, and Perfect By Lucy S. Dawidowicz August 1962 Edmund Wilson’s Civil War By Robert Penn Warren January 1963 Jewish & Other Nationalisms By H.R. Trevor-Roper February 1963 My Negro Problem—and Ours By Norman Podhoretz August 1964 The Civil Rights Act of 1964 By Alexander M. Bickel October 1964 On Becoming a Writer By Ralph Ellison November 1964 ‘I’m Sorry, Dear’ By Leslie H. Farber August 1965 American Catholicism after the Council By Michael Novak March 1966 Modes and Mutations: Quick Comments on the Modern American Novel By Norman Mailer May 1966 Young in the Thirties By Lionel Trilling November 1966 Koufax the Incomparable By Mordecai Richler June 1967 Jerusalem and Athens: Some Introductory Reflections By Leo Strauss November 1967 The American Left & Israel By Martin Peretz August 1968 Jewish Faith and the Holocaust: A Fragment By Emil L. Fackenheim October 1968 The New York Intellectuals: A Chronicle & a Critique By Irving Howe March 1961 Writing American Fiction By Philip Roth EVERAL winters back, while I was living in Chicago, the city was shocked and mystified by the death of two teenage girls. So far as I know the popu- lace is mystified still; as for the shock, Chicago is Chicago, and one week’s dismemberment fades into the next’s. The victims this particular year were sisters. They went off one December night to see an Elvis Presley movie, for the sixth or seventh time we are told, and never came home. -
End of Instruction Notes DAY 2 1949 NATO—North Atlantic Treaty
End of Instruction Notes DAY 2 1949 NATO—North Atlantic Treaty Organization. When it became apparent the UN could not stop war and aggression, the former Allies signed this treaty stating, “armed attack against one or more of them…shall be considered an attack against all.” Truman did not allow the US to return to isolationism after WWII. Warsaw Pact—after NATO allowed West Germany to re-arm. Soviet Union responded by organizing a military alliance in Eastern Europe Soviets successfully test atomic bomb this led to the arms race with the US China turns communist with Mao Zedong 1950s 1950 Korean War—divided after WWII, by Allies occupying forces withdrew in 1948-49. North Korea invaded the south to reunite them. The Soviets were boycotting the UN. The UN voted to defend South Korea. Douglas MacArthur headed troops after years of fighting he wanted to push war harder and to consider the bomb. Truman disagreed. Mac went behind his back and Truman fired him. 1952--Communists took control of Iran. CIA overthrew communists and replaced with Shah 1953—President Eisenhower wants to end the Korean War—Stalin died—Korea divided on 48th parallel. Vietnam conflict starting. Eisenhower sends advisors. Latin America—US feared Soviets might try to spread communism there US first then the USSR tested nuclear bombs 1954—CIA overthrew Guatemala gov’t to replace with US friendly one 1957—Soviet uses ballistic missiles armed with nuclear warheads. US lags behind in missile technology. Soviets also launch Sputnik, 1st satellite to orbit the earth—this leads to the space race. -
Letter from Senator Joseph Mccarthy to the President of the United States
Letter from Senator Joseph McCarthy to the President of the United States This letter from Senator Joseph McCarthy, Republican representative of Wisconsin, to President Harry Truman was written three days after McCarthy’s famous Wheeling Speech. This speech signaled McCarthy’s rise to influence, as he gained national attention by producing a piece of paper on which he claimed he had listed the names of 205 members of the Communist Party working secretly in the U.S. State Department. McCarthy was, at the time of this letter, beginning to exploit national concerns about Communist infiltration during the Cold War. This fear of infiltration was intensified by the Soviet Union’s recent development of the atomic bomb and the coming Communist takeover of China. “McCarthyism” however was not yet at its peak. Senator McCarthy here at first encourages President Truman to commit more resources to the war of containment being fought in South Korea, and secondly questioned the legitimacy and effectiveness of Truman’s loyalty program, signed into effect by Executive Order 9835 in 1947. This program required the FBI to run checks on almost anyone involved in the U.S. government and subsequently to launch investigations into any government employee with what could be presumed as questionable political associations. The Loyalty Program was not enough to satisfy Senator McCarthy, who suspected that a number of subversives had slipped through the investigation and remained in the State Department. President Truman made it clear that he would not take McCarthy’s accusations seriously and that the Senator was “the best asset the Kremlin has.”109 July 12, 1950 The President The White House Washington, D. -
The Rise of Talk Radio and Its Impact on Politics and Public Policy
Mount Rushmore: The Rise of Talk Radio and Its Impact on Politics and Public Policy Brian Asher Rosenwald Wynnewood, PA Master of Arts, University of Virginia, 2009 Bachelor of Arts, University of Pennsylvania, 2006 A Dissertation presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Department of History University of Virginia August, 2015 !1 © Copyright 2015 by Brian Asher Rosenwald All Rights Reserved August 2015 !2 Acknowledgements I am deeply indebted to the many people without whom this project would not have been possible. First, a huge thank you to the more than two hundred and twenty five people from the radio and political worlds who graciously took time from their busy schedules to answer my questions. Some of them put up with repeated follow ups and nagging emails as I tried to develop an understanding of the business and its political implications. They allowed me to keep most things on the record, and provided me with an understanding that simply would not have been possible without their participation. When I began this project, I never imagined that I would interview anywhere near this many people, but now, almost five years later, I cannot imagine the project without the information gleaned from these invaluable interviews. I have been fortunate enough to receive fellowships from the Fox Leadership Program at the University of Pennsylvania and the Corcoran Department of History at the University of Virginia, which made it far easier to complete this dissertation. I am grateful to be a part of the Fox family, both because of the great work that the program does, but also because of the terrific people who work at Fox. -
The Cold War
The American Yawp Chapter 25 – The Cold War Quiz 1. What was the first military action taken by the United States against international communism? a. American soldiers fought against the Red Army during the Russian civil war b. American soldiers fought isolated battles against the Soviet Union during World War II c. The Berlin Airlift d. The Korean War 2. Greece and Turkey were early flashpoints in the Cold War. How did the United States respond to unrest in Greece and Turkey in 1947? a. The United States established long range missiles in these nations, capable of reaching Moscow b. The United States sent military advisers to train anti-communist forces in both countries c. The United States actively intervened in Greece but not in Turkey d. The United States sent $400 million to both nations to be used in resisting communism 3. What was the purpose of the Marshall Plan? a. Rebuild Western Europe b. Create new markets for American goods c. Generate support for Capitalist democracies d. All of the above 4. When was the Atlantic Charter issued? a. After World War I b. Before the United States entered World War II c. After World War II d. When the Soviet Union invaded Korea 5. What was the message of NSC-68? a. A warning that the idea of the domino theory may represent a slippery slope commitment that would result in dozens of new wars b. An economic argument for isolationism c. A call for a tripling of the annual defense budget for the purpose of stopping communism d. -
Chapter One: Postwar Resentment and the Invention of Middle America 10
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Jeffrey Christopher Bickerstaff Doctor of Philosophy ________________________________________ Timothy Melley, Director ________________________________________ C. Barry Chabot, Reader ________________________________________ Whitney Womack Smith, Reader ________________________________________ Marguerite S. Shaffer, Graduate School Representative ABSTRACT TALES FROM THE SILENT MAJORITY: CONSERVATIVE POPULISM AND THE INVENTION OF MIDDLE AMERICA by Jeffrey Christopher Bickerstaff In this dissertation I show how the conservative movement lured the white working class out of the Democratic New Deal Coalition and into the Republican Majority. I argue that this political transformation was accomplished in part by what I call the "invention" of Middle America. Using such cultural representations as mainstream print media, literature, and film, conservatives successfully exploited what came to be known as the Social Issue and constructed "Liberalism" as effeminate, impractical, and elitist. Chapter One charts the rise of conservative populism and Middle America against the backdrop of 1960s social upheaval. I stress the importance of backlash and resentment to Richard Nixon's ascendancy to the Presidency, describe strategies employed by the conservative movement to win majority status for the GOP, and explore the conflict between this goal and the will to ideological purity. In Chapter Two I read Rabbit Redux as John Updike's attempt to model the racial education of a conservative Middle American, Harry "Rabbit" Angstrom, in "teach-in" scenes that reflect the conflict between the social conservative and Eastern Liberal within the author's psyche. I conclude that this conflict undermines the project and, despite laudable intentions, Updike perpetuates caricatures of the Left and hastens Middle America's rejection of Liberalism. -
Joe Mccarthy and the Red Scare
Joe McCarthy and the Red Scare "We must not confuse dissent with disloyalty. We must remember always that accusation is not proof and that conviction depends upon evidence and due process of law. We will not walk in fear, one of another. We will not be driven by fear into an age of unreason, if we dig deep in our history and our doctrine, and remember that we are not descended from fearful men--not from men who feared to write, to speak, to associate and to defend causes that were, for the moment, unpopular." ~Edward R. Murrow Overview In this lesson, students will study the effects of the actions of Joseph McCarthy and the Red Scare on American life in the 1950’s. During the warm up, students will be set up to replicate the actions of Senator McCarthy by accusing particular people of being communist, with no information other than a picture. Students will then receive an overview of the First Red Scare, as well as gain an understanding of the foreign and domestic reasons for the Second Red Scare, via an interactive Power Point presentation. The lesson culminates with students creating television commercials and campaign posters supporting or opposing the reelection of Senator Joe McCarthy. Grade 11 NC Essential Standards for American History II • AH2.H.1.2- Use Historical comprehension… • AH2.H.1.3- Use historical analysis and interpretation… • AH2.H.1.4- Use historical research… • AH2.H.2.1 - Analyze key political, economic, and social turning points since the end of Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). -
2AQ~L~ Lawrence.N
fIICTN COMt~W$~bM IWIS ISDI EFJSIKNOF U 2AQ~L~ Lawrence.N. Noble, Ea uiro W?ashamingoD.206 Larec Nr.Noble, sur cashingtonreDsC. 20463 n h leto f hc a~a n the defeat of Senator Frank R. Lautenberg in the 1994 United States Senate election in New Jersey in violation of 2 U.S.C. 5441(b) and 5441(d) Almost every day, Monday through Friday, for four hours a day, 3:00 P.M. to 7:00 P.M. WABC put a paid employee, Bob Grant, on the air who uses the four hours block of time to expressly ad- vocate the election of Chuck Haytaian and the defeat of Frank R. Lautenberg. As you are aware, corporate media have been given a efat exception from 2 U.S.C. §441(b), nL.n. to permit an intermit- tent "editorial" advocating the election of a candidate. Tradi- tionally, that exception has been narrowly construed. WABC has made a decision at the highest levels of corporate policy to allow that "exception" to gobble up the prohibition. By committing four hours of air time during "prime time", 5 days a week, WABC has illegally contributed and subsidized a Federal election in violation of Federal law, expending hundreds of thousands of dollars expressly advocating the election of Chuck Haytaian and the defeat of Frank R. Lautenberg. WABO is believed to be a wholly owned corporation asset of Capi- tal Cities, Inc. which is owned by the American Broadcasting Corp. with offices at 2 Penn Plaza, 17th Floor, New York, NY 10121. -
Academic American History
CORE BODY OF KNOWLEDGE HONORS AMERICAN HISTORY For each of the sections that follow students may be required to analyze, recall, explain, interpret, apply, or evaluate the particular concepts being taught. MODERN AMERICA EMERGES – 1890-1920 • Describe the causes and the effects of the Spanish-American War and its impact on U.S. Imperialism • Summarize how in the first tow decades of the 1900’s, Americans embraced the Progressive movement and many of its reforms. • Give examples of progressive reform at the urban, state and federal levels • Describe the long campaign and great effort required to achieve women’s suffrage • Identify World War I as a conflict of global origins and dimensions • Describe President Wilson’s efforts to fashion a lasting peace after World War I AMERICA IN THE 1920’S • Describe the new prosperity and conveniences produced by American businesses • Examine why Americans lash out at those who are different throughout the decade • Assess the reasons for the clash between rural America and a faster paced urban culture • Describe the influence of mass media on women’s attitudes and roles • Assess the conservative lasses-faire political philosophy that characterized the presidencies of Harding, Coolidge and Hoover THE GREAT DEPRESSION • Assess the factors that cause an economic collapse in 1929 • Examine why millions of Americans lose their jobs and President Hoover is unable to end the downslide • Summarize President Roosevelt’s New Deal program • Analyze the legacy of the Great Depression and Roosevelt’s New Deal WORLD WAR II AND THE HOME FRONT • Identify the aggressive nations of Europe and Asia and their leaders • Identify Japan’s attack on Pearl Harbor as the aggressive action that propelled the U.S. -
Mccarthyism Lesson Plan
Joe McCarthy and the Red Scare "We must not confuse dissent with disloyalty. We must remember always that accusation is not proof and that conviction depends upon evidence and due process of law. We will not walk in fear, one of another. We will not be driven by fear into an age of unreason, if we dig deep in our history and our doctrine, and remember that we are not descended from fearful men--not from men who feared to write, to speak, to associate and to defend causes that were, for the moment, unpopular." ~Edward R. Murrow Overview In this lesson, students will study the effects of the actions of Joseph McCarthy and the Red Scare on American life in the 1950’s. During the warm up, students will be set up to replicate the actions of Senator McCarthy by accusing particular people of being communist, with no information other than a picture. Students will then receive an overview of the First Red Scare, as well as gain an understanding of the foreign and domestic reasons for the Second Red Scare, via an interactive Power Point presentation. The lesson culminates with students creating television commercials and campaign posters supporting or opposing the reelection of Senator Joe McCarthy. Grade 11 NC Essential Standards for American History II AH2.H.1.2- Use Historical comprehension… AH2.H.1.3- Use historical analysis and interpretation… AH2.H.1.4- Use historical research… AH2.H.2.1 - Analyze key political, economic, and social turning points since the end of Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). -
Manual - Here's a Little Tid Bit on Bob Grant You Might Be Interested In
Subject: Manual - here's a little tid bit on Bob Grant you might be interested in. Posted by Mr Vinyl on Sun, 13 Nov 2005 11:39:16 GMT View Forum Message <> Reply to Message I did a quick search on his name and came up with a biography on him. Here is a small excerpt from the following link. After being fired, Grant then moved down the dial to WOR where he continued to host the same type of show in the same time slot; he would occasionally criticize his WABC replacement Sean Hannity. In the late 1990s his show went into national syndication, trying to follow the lead of Rush Limbaugh and other successful conversative talkers, but few stations picked it up and it reverted to a local show. It would seem your accusation that Rush stole his act from Grant is also wrong. Seems to me that he was trying to follow Rush's lead. Also from what I have read about Grant (I have never listened to him). He is loudmouthed and hangs up on people. Rush never does this so I don't see how you could say Rush stole his "act" from Grant. In what way did Rush steal his act from Grant? **Note - this is your chance to give some facts and not just make wild accusations** http://en.wikipedia.org/wiki/Bob_Grant_(radio) Subject: Re: Manual - here's a little tid bit on Bob Grant you might be interested in. Posted by Manualblock on Sun, 13 Nov 2005 12:45:40 GMT View Forum Message <> Reply to Message Easily; Grant was around on the dial since the late 70's and in radio since the early 70's.