COURSE DESCRIPTION: GSD 360Q (37181) / EUS 346 (35509) / AMS 321L (30564) / CL 323 (33469)
Made in Germany, Grown in the US: When Scholars Turn Exiles Fall 2019: Instructor: Katherine Arens ([email protected]> FLAGS: Global Culture, Ethics and Leadership
German-speaking scholars and professionals lost their worlds because of the 20th century's two great European Wars, but Europe's loss was the US's gain. From philosophers, psychoanalysts, and sociologists through theorists of art, film, and power - - between the end of the First World War (1918) and the aftermath of the Second World Warm these scholars and professionals at the top of their intellectual games were displaced, deported, or sent into exile on a diasporic course. No small number of them ended in the US. This course will combine history with the study of disciplinary philosophies in order to pursue the problem of what forced intellectual migration can imply for the disciplines to which these scholars belonged. What is the responsibility, for example, of a scholar like Adorno when he brings a study from Weimar Germany and uses it to help support the myth of Hitler as a father figure, or like Siegfried Kracauer, who theorizes representations of the "mass ornament" in films to write From Caligari to Hitler, or of Heidegger's followers who refuse to look Nazi complicity in the face? Or, looking back to WW I, what it meant to claim your work as the product of a national school of thought, when the nation that It purportedly belonged to did not exist before 1918 and had not educated or sponsored you? In pursuing these examples, students will learn not only new ways of reading philosophy and theories that were central to the 20th century and remain viable today, but also how to evaluate the costs for individuals caught between history, exile, and intellectual work.
TRIGGER WARNING: This course necessarily rests on the facts of the National Socialist (Nazi) government of Germany under Hitler. Many of the texts allude to, exemplify, or show photographs of acts of genocide, murder, torture, theft / misappropriation of personal property, systematic discrimination and oppression, crimes against law and humanity, and what we today call hate speech. Every attempt will be made to minimize gratuitous use of disturbing images, but they cannot be entirely avoided; if you cannot confront such representations, please consider dropping the course because the instructor cannot, in this case, find alternate readings.
Grading: • 3 précis (synthetic précis) situating texts into historical context to address the covert ethical / evaluative assumptions of their presentations = 3 x 5% of course grades = 15 % of grade (two done in pairs) • 1 short essay (3-5 pp.) applying Jaspers' idea of guilt to analyzing another text as representing an ethical problem = 25 % of Grade • 1 essay (final project) for the defense or prosecution of an ethics trial: combining research in the history and situation of a particular text with a reading of the text's contents, to make a systematic case for or against its overt or covet ethical claims. The project will be done in phases: o 10% of grade= abstract/proposal, o 20 % for bibliography and "history of" section (the exposition of the facts, in 5 pp or less, not counting bibliography), and o 30% for the final essay presenting a case (ca. 10 pages). § turn in revisions of parts 1 & 2 with the essay for full credit
• Ethics and Leadership Flag: Ethics and Leadership courses are designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. You should therefore expect a substantial portion of your grade to come from assignments involving ethical issues and the process of applying ethical reasoning to real-life situations. • Global Cultures Flag: Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.
Fall 2019: GSD 360Q (37181) / EUS 346 (35509) / AMS 321L (30564) / CL 323 (33469)
Made in Germany, Grown in the US: When Scholars Turn Exiles
SYLLABUS All readings are on CANVAS, at the class website I expect you to know who the authors are if they are in Wikipedia . . .
Some important dates: • Courses begin Wednesday, 28 August • First Class day for this course: Thursday, 29 August • 12th Class day for add/drop –LAST option for refund: 13 September • Thanksgiving Holiday: Wednesday, 27 November, through Sunday, 1 December o OUR CLASS MEETS ON TUESDAY, 26 NOVEMBER • Last Class day on campus: Monday, 9 December = last class day o OUR last class day: Thursday, 5 December • Campus no class days: Tuesday-Wednesday, 10-11 December • Default Official Final Date (see:
Week 1: 29 August TH Introduction to the course: First Day PPT and class outline DISCUSSION: What are your expectations for the course? Why an Ethics Flag on a philosophy course?
SECTION 1: Three Frames for Ethics: A Methodological Introduction Week 2: 3, 5 September TU 1. The Ethical Ground of Thought on the Continent: Two World Wars READ: • https://en.wikipedia.org/wiki/World_War_I • https://en.wikipedia.org/wiki/World_War_II • https://en.wikipedia.org/wiki/Stab-in-the-back_myth LECTURE BACKGROUND (if you are interested): Goff, Chapters 7 & 8 (WW I); 11 (has migrants), 16 (Hitler), parts of 17, 18 READING GOAL / CLASS DISCUSSION: Europe's two World Wars disrupted traditions fatally, aside from the damage in infrastructure and the losses in life (WW I actually had a percentage-wise larger loss of life in the west, though WW II had larger numbers of lost and killed). Come in with ideas about what challenges have been introduced into academic disciplines and social organizations; have at least two distinct ones for each war. The class will focus on the impacts of the wars (and the major referent points for Germany), differentiating the positions of intellectuals in the two wars).
TH 2. The Question of Continental Philosophy: The Ethical Elements of the Disciplinary Frame READ: Deleuze and Guattari, What Is Philosophy? (as much as you can) READING GOAL / CLASS DISCUSSION: This volume outlines what a discipline does: what power and authority it exercises and/or conveys on its users. One important item is the question of how a discipline creates its personae, its authorized users. Today's discussion will require that you know the basic differences between the following terms; read at least the first paragraphs of each. We'll be discussing how they create /are created by histories and how they depend on position. • https://en.wikipedia.org/wiki/Migrant (read also immigrant, emigration, economic migrant) • https://en.wikipedia.org/wiki/Refugee (and the WW II era instrument for them, https://en.wikipedia.org/wiki/Nansen_passport ) • https://en.wikipedia.org/wiki/Asylum_seeker • https://en.wikipedia.org/wiki/Exile • https://en.wikipedia.org/wiki/Displaced_Persons_Act
Week 3: 10, 12 September TU Ethics and Disciplinarity; Continental Philosophy as Epistemic Obstacle READ: Simon Critichley, Continental Philosophy: A Very Short Introduction (excerpt) SKIM (if you are interested; totally optional): Feest and Sturm, "What (Good) Is Historical Epistemology?" (also Kitcher) Bachelard, The Formation of the Scientific Mind, 24-32 (definition of the epistemological obstacle). READING GOAL / CLASS DISCUSSION: Defining "historical epistemology" as the goal of humanities work: does this reflection on continental philosophy raise ethical questions about the discipline, as D&G would have seen it? Come in with an opinion and an example or two.
TH 3 . Legal frameworks for the Nazi State: The Nazi Constitutional Lawyer READ: Schmitt, Political Theology, foreword (skim) and section 1 (read to p 15, don't worry too much about the historical examples he uses) ---, Dictatorship, forewords, "Preliminary Remarks," and Chapter 1 (to p. 33) BACKGROUND: (be sure you know the conventional understanding of this law) • https://en.wikipedia.org/wiki/Enabling_Act_of_1933 and, if you have German, • https://de.wikipedia.org/wiki/Ermächtigungsgesetz_vom_24._März_1933 READING GOAL: In this law and these texts, a line in drawn between the state's legality and its ethical duty vis-à vis its citizens - and for the authorization of the citizens. Schmitt is Germany's most important political theorist and constitutional jurist from the Weimar Republic, who worked though the Nazi era and into postwar West Germany's court system. DISCUSSION: Come in with a couple of examples of consequences of these legal decisions; come in with your opinion about Schmitt as an "ethical actor" within legal scholarship. In class we will also address the citizen-persona in his model (what can/should they do/not do).
Week 4: 17, 19 September TU Nazi -Era Theories of Government: Views from Within READ: These are technical presentations; look at tables of contents, initial introductory sections, and a topic that interests you -- passim, here and there • Sohn-Rethel, The Economy and Class Structure of German Fascism • Neumann, Behemoth: The Structure and Practice of National Socialism, 1933- 1944 READING GOAL AND CLASS DISCUSSION: You've read how Schmitt defined the state; does his theory correspond with Neumann/Hays and/or Sohn-Rethel, or not? What is the ethics posited for the citizen-persona in each? (We'll establish partners for the Précis due next week.)
SECTION 2: Intellectuals Who Stayed: Postwar Ground of Ethics? TH The Classic Discussion of German Guilt READ: Jaspers, The Question of German Guilt, passim, but make sure you know the types he adduces. • https://en.wikipedia.org/wiki/Fellow_traveller • https://en.wikipedia.org/wiki/Collaboration_with_the_Axis_Powers_during_Wo rld_War_II • https://en.wikipedia.org/wiki/Treason • https://en.wikipedia.org/wiki/Resistance_during_World_War_II READING GOAL: Jaspers combines psychology, theology, and philosophy to amplify the idea of an ethical persona, working in the traditions of (German) existentialism. How do his categories amplify the problem of ethics for individuals caught in a political catastrophe?
Week 5: 24, 26 September TU Does Guilt Persist?: The Role of Language READ: • Klemperer: LTI: Language of the Third Reich, start to p. 24, 259-283 •
TH The Case of Heidegger: Existentialism, Existence, Nazi Ontology? READ: • "Building, Dwelling, Thinking" • Hölderlin's Hymn "The Ister" [Danube], pp. 6-10 &161-165; skim § 10-16 • RECOMMNDED: "Interview 1966" (with Der Spiegel, Germany's news magazine) • RECOMMENDED: Letter on Humanism READING GOAL: These texts represent core concepts of Heidegger's existentialism, his philosophy of "being-in-the-world" (don't panic -- we'll discuss what's crazy about his language). How does he define human existence? CLASS DISCUSSION: Heidegger's idea of humans' mission in the world -- the ethics of being human. Partner work in class
Week 6: 1, 3 October TU Heidegger in Context: Institutional Ethics, Disciplinary Power, Gleichschaltung READ: • Heidegger, "Self-Assertion of the German University" • Goebbels, "Total War" •
SECTION 3: Exiles: Intellectuals who left* and Their Ethical Personae * Be sure to identify the exact conditions under which they left: exile, refugee, emigrant, resister, Mitläufer, ethnic Other . . .
TH Philosopher Responding to Heidegger (Questions of Disciplinary Actors) READ: • Cassirer, Myth of the State, 248-296 • Williamson, "Review of Continental Divide" READING GOAL: What are the ethical implications of such an "exchange"? CLASS DISCUSSION: Agree or disagree with Williamson's assessment of philosophy's responsibilities toward history. WRITTEN ASSIGNMENT DUE: Synthetic Précis 2 comparing Jaspers' notions of guilt with specific situations cited in other texts, with the goal of critiquing his model. Is it (or not) adequate to expressing what is at stake for a persona subject to political power (and what kind)? (Work with a partner.)
Week 7: 8, 10 October TU Philosopher Responding to "The Situation" (Later Reaction to Discipline) READ: • Popper, The Open Society, Vol. 2: p.8; Chapter 12: Hegel; Chapters 23-25 READING GOAL AND CLASS DISCUSSION: In one sense, Popper's essay responds to Heidegger; in another, he anticipates Deleuze/Guattari. Be prepared to argue for or against Popper as a statement about the ethics of doing philosophy.
TH Philosopher Eliding Connections between WW II and Cold War READ: • Marcuse, One-Dimensional Man, introduction, Chapter 2. •
SECTION 4: The Ethics of Positionality: Working In Between *These cases raise questions about positionality: the position out of which the speaker speaks, and to where, with what claims of authority. These voices intervened in Western policy during and after the war to influence judgments like Jaspers' about Germany's/Germans' guilt and innocence.
Week 8: 15, 17 October TU Migration, Refugee, Inner Immigration READ: • Krohn, Intellectuals in Exile: Refugee Scholars and the New School for Social Research (electronic resource; locate off of UT library catalogue): Chap. 2 & 9 •
TH The Frankfurt School and Political Psychoanalysis: The Allies' Guilt READ: Read around in both texts to get an idea of their diagnoses of the Germans • Neumann, et al., Secret Reports on Nazi Germany. • Adorno, et al., Authoritarian Personality READING GOAL: These two texts originate before the end of WW II (Authoritarian Personality replicates a survey in the Weimar Republic that was done on the psychology of the working classes; both are funded by the US Government). DISCUSSION: The ethical question: can one divorce "the people" from their government in general, and if so, is this the way to do it?
Week 9: 22, 24 October TU Psychoanalyzing Germany, 1 READ: • Mitscherlich, The Inability to Mourn, Foreword, Introduction, and Chapter 1 • < https://en.wikipedia.org/wiki/Protests_of_1968 > READING GOAL: This book was fostered by the Frankfurt School as part of its ongoing interest in the public sphere. Discussion: how does this relate to the two prior texts? How does this relate to the protests of 1968? DISCUSSION: how does this relate to the two prior texts? How does this relate to the protests of 1968? More particularly, where does this argument stand WRT Jaspers' schema -- and should it be configured this way???
TH Psychoanalyzing Germany, 2 READ: • Eisner, The Haunted Screen, Chapter 1 • Kracauer, From Caligari to Hitler, Introduction (see Jay, Chap. 11 for interesting background) READING GOAL: Eisner was an art historian; Kracauer, a media theorist and member of the Frankfurt School. Both books were written to secure Germany's place among the Western powers and to defer questions of collective guilt. DISCUSSION: What kind of authority does each writer claim for her-/his own speaking position? What kind of German guilt is being assumed, if any? WRITING ASSIGNMENT: Short essay (3-5 pp.) applying Jaspers' idea of guilt to analyzing another text as representing an ethical problem. See format description for assignments for format details.
Week 10: 29, 31 October TU Psychoanalyzing Germany, 3 READ: • Arendt, Origins of Totalitarianism: Vol. 1: 3 prefaces; skim part 3 (read a couple pages in each chapter so her argument is clear to you). READING GOAL: Arendt was a German-Jewish intellectual, student of both Jaspers and Heidgger (read her biography, please), who assumed the position of a public intellectual in the US during and after WW II. The Banality of Evil is her most famous book; Totalitarianism is her most important. What ethical claims does she make as she describes the totalitarian state?
TH Psychoanalyzing Germany, 4 READ: • Fromm, Escape from Freedom (aka The Fear of Freedom), Chapters 4, 5, & 6, pp. 58-124 in pdf. • Erikson, Identity and the Life Cycle, Section 1 (pp. 17-50) • Horney, "Can You Take a Stand>" READING GOAL: Fromm and Erikson were affiliated with the Frankfurt School in Germany; Horney, with leftist analysts. All three were marginalized by émigré communities, while becoming major forces in US intellectual life. What makes them like or unlike previous analytic texts you've read?
Week 11: 5, 7 November TU Psychoanalyzing Germany, 5 READ: • Wilhelm Reich, Mass Psychology of Fascism, Chapters 1 & look around at TOC and Chapter 2 READING GOAL: Reich was part of the leftist psychoanalytic landscape in Berlin before the war; he was famed for going a little new age loopy in his old age in California. Nonetheless, this work brings us back to where we started: with the state and how it constructs its citizens. Be sure you know what "mass psychology" is. DISCUSSION: How does this compare with one or more of our earlier texts (think particularly Schmitt and Arendt, but not exclusively).
SECTION 5: Ethics and Intellectual Property *These cases raise questions of intellectual property, attribution, what might be called careerism. Here, we treat issues from WW II and WW I, with reference to what "intellectual property" means in fraught circumstances.
TH The Ethics of National Projects: Two Cases of Nazi "Science" READ: • https://en.wikipedia.org/wiki/Intellectual_property Unethical Medical Experiments • https://en.wikipedia.org/wiki/Nazi_human_experimentation • http://www.jlaw.com/Articles/NaziMedEx.html • https://en.wikipedia.org/wiki/Informed_consent • https://en.wikipedia.org/wiki/Universal_Declaration_of_Human_Rights Unethical Weapons Science • https://en.wikipedia.org/wiki/Wernher_von_Braun • https://en.wikipedia.org/wiki/Operation_Paperclip • https://en.wikipedia.org/wiki/Mittelwerk • https://en.wikipedia.org/wiki/Trade_secret#Misappropriation READING GOAL: These DISCUSSION: In class, we'll discuss the ethics of using this "research" and the ethics of each situation's use. The Wikipedia definitions will help point to what is at stake. WRITTEN ASSIGNMENT DUE: Abstract for your final project. Include a statement of your TOPIC (what you will discuss, your general issues), your DATA (which texts and what information you're drawing on), and your goal (why this is important to consider, what you get by doing the analysis your way). 250 -300 words; see assignment formats for presentation instructions.
Week 12: 12, 14 November TU Writing Disciplinary History, 1 READ: • Victor Kraft, The Vienna Circle, Introduction, Preface, Part 1, Part 2.B.III • https://en.wikipedia.org/wiki/Vienna_Circle READING GOAL: Find at least three disparities between the accounts. DISCUSSION: Look up who Kraft is and speculate what limitations his point of view has. What may have motivated his changes? Who is his audience?
TH Writing Disciplinary History, 2 READ: "The Vienna Circle Manifesto" READING GOAL: Compare this account to the ones you read last time. DISCUSSION: The question of historical epistemology: if we go into reading the VC's texts after reading these different accounts, what happens to our readings, to how we evaluate the texts, and to our choices in what we read?
Week 13: 19, 21 November TU Case study: Neurath and Wittgenstein READ: • Neurath, ---. "The Departmentalization of Unified Science," Erkenntnis VII (1937), pp. 240–46 • ---. "The danger of careless terminology" (1941) • Wittgenstein, "The Blue Book," The Blue and Brown Books READING GOAL AND DISCUSSION: Debate the following assertion: "These two thinkers are working in the same paradigm (model) because they both see language as a system under local control, and so need to be considered as common intellectual property. "
TH Wilhelm Wundt: The Source for Modern Social Sciences READ: • Wundt, Elements of Folk Psychology, "Preface" and pp. 1-10 • Cassirer, Language and Myth (passim) • WRITING ASSIGNMENT DUE: Preparation for your final project: turn in the section(s) of your paper that describes/situates the text/event you are addressing, along with the bibliography / foot- or endnotes that need to be there -- the who, what, where, and when of the materials. Purpose: to allow feedback on how you are researching and presenting your materials (format and context check). Turn in at least three pages, but no more than 5; the submission may be in more than one section. Example: the origin of a text you're discussing (including information on the author and the publication, along with its historical moment); or the historical incident / moment that is critical to the contents. I expect Chicago Manual of Style or MLA style notes/bibliography. See
Week 14: 26 November (Thanksgiving = 28 November) TU The Harvard Dossier: Wundt, Münsterberg, Dewey, Royce READ: • Dewey, "The New Psychology" (1884)
TH Thanksgiving Holiday
Week 15: 3, 5 December TU The Limits and Necessity of Historical Epistemology: A Morality Fable READ: Edmonds and Eidenow, Wittengenstein's Poker, "The Poker" and "Memories are Made of This," pp. 1-20 READING GOAL: Look up at least one of the witnesses and see if you can figure out what is at stake for them in their memory of the event.
TH LAST CLASS
BIBLIOGRAPHY OF BOOKS AND ARTICLES READ All readings are on CANVAS, at the class website or available online (or will be . . . ). I expect you to know who the authors are if they are in Wikipedia.
Adorno, Theodor W., et al., Authoritarian Personality. New Yok: Harper & Brothers, 1950.
Arendt, Hannah. Origins of Totalitarianism 3 vols. San Diego, New York, London: Harcourt, Inc. 1948-51.
Bachelard, Gaston. The Formation of the Scientific Mind. Trans. Mary McAllester Jones. Manchester: Clinamen Press, 2002 [1938 in French].
Bourdieu, Pierre. Political Ontology of Martin Heidegger. Trans. Peter Collier. Stanford: Stanford UP, 1991 [1988 in French].
Cassirer, Ernst. Language and Myth. Trans Susanne K. Langer. New York: Harper and Brothers / Dover, 1946.
---. Myth of the State. New Haven: Yale UP, 1946.
Critichley, Simon. Continental Philosophy: A Very Short Introduction. Oxford: Oxford UP, 2001.
Deleuze, Gilles, and Félix Guattari. What Is Philosophy? Trans. Hugh Tomlinson and Graham Burchell. New York: Columbia UP, 1994 [1991 in French].
Dewey, John. "The New Psychology." Andover Review, 2 (1884), 278-289.
---, "My Pedagogic Creed." The School Journal, No. 3 (January1897), 77-80
Edmonds and Eidenow, Wittengenstein's Poke: The Story of a Ten-Minute Argument between Two Great Philosophers. New York: HarperCollins, 2001.
Eisner, Lotte H. The Haunted Screen: Expressionism in the German Cinema and the Influence of Max Reinhardt. Trans. Roger Greaves. London: Thames and Hudson, 1969 [1952/65 in French].
Erikson, Erik H. Identity and the Life Cycle. New York: W. W. Norton, 1959/1980.
Faye, Emmanuel. Heidegger: The Introduction of Nazism into Philosophy in Light of the Unpublished Seminars of 1933-35. Trans. Michael B. Smith. New Haven: Yale UP, 2009.
Feest, Uljana, and Thomas Sturm. "What (Good) Is Historical Epistemology?" Erkenntnis, 75 (2011), 285-302.
Fromm, Erich. Escape from Freedom (aka The Fear of Freedom). New York: Open Road; Farrar & Rinehart, 1941.
Goebbels, Joseph. "Total War." Calvin College (Grand Rapids, MI): German Propaganda Archive.
Goff, Richard, et al. The Twentieth Century and Beyond: A Brief Global History. 7th ed. Boston: McGraw Hill, 2007.
Heidegger, Martin. "Building, Dwelling, Thinking." Basic Writings. Ed. David Farrell Krell. 2nd ed. New York: HarperCollins, 1993. 343-364
---. Hölderlin's Hymn "The Ister" [Danube]. Trans William McNeill and Julia Davis. Bloomington: Indiana UP, 1996.
---. "'Only a God Can Save Us: The Spiegel Interview [1966]." Trans. William J. Richardson. Orig: Der Spiegel, 23 (1976). 193-219.
---. "Letter on 'Humanism' (1946). Pathmarks. Ed. William A. McNeill. Trans. Frank A. Cappuzzi. Cambridge: Cambridge UP, 1998. 239-276.
---. "Self-Assertion of the German University." Review of Metaphysics, 38, #3 (March 1985). 467-502.
Horney, Karen. "Can You Take a Stand?" The Journal of Adult Education, 11 (1939), 129-132
Isaac, Joel. Working Knowledge: Making the Social Sciences from Parsons to Kuhn. Cambridge, MA: Harvard UP, 2012.
Jaspers, Karl. The Question of German Guilt. Trans. E. B. Ashton. New York: Fordham UP, 2000 (also online at https://quod.lib.umich.edu/cgi/t/text/text- idx?c=acls;cc=acls;view=toc;idno=heb08575.0001.001).
Jay, Martin. Permanent Exiles: Essays on the Intellectual Migration from Germany to America. Cambridge: Cambridge UP, 1986.
Kitcher, Philip. "Epistemology Without History Is Blind." Erkenntnis, 75 (2011), 505-524.
Klemperer, Victor. LTI: Language of the Third Reich. London: The Athlone Press, 2000 [1957 in German].
Kracauer, Siegfried. From Caligari to Hitler: A Psychological History of the German Film. Princeton: Princeton UP, 1947.
Kraft, Victor. The Vienna Circle: The Origin of Neo-Positivism, A Chapter in the History of cnt Philosophy. Trans. Arthur Pap. New York: Philosophical Library, 1953.
Krohn, Claus-Dieter. Intellectuals in Exile: Refugee Scholars and the New School for Social Research. Trans. Robert & Rita Kimber. Amherst: U of Massachusetts Press, 1993.
Marcuse, Herbert. One-Dimensional Man: Studies in the Ideology of Advanced Industrial Society. Boston: Beacon, 1964; 2nd ed. London: Routledge, 1991.
Mitscherlich, Alexander and Margarete. The Inability to Mourn: Principles of Collective Behavior. Trans. Beverley R. Placzek. New York: Grove Press, 1975 [1967 in German].
Neumann, Franz, Herbert Marcuse, and Otto Kirchheimer. Secret Reports on Nazi Germany: The Frankfurt School Contribution to the War Effort. Ed. Raffele Laudani. Princeton: Princeton UP, 2013.
Neumann, Franz. Behemoth: The Structure and Practice of National Socialism, 1933-1944. Chicago: Ivan R. Dee, 2009 [1941 in German].
Neurath, Otto. "The Danger of Careless Terminology." The New Era (July-August, 1941): 145-150.
---. "The Departmentalization of Unified Science." Erkenntnis VII (1937/1938), 240–46.
Popper, Karl R. The Open Society and Its Enemies. 2 vols. London: George Routledge & Sons, 1943.
Reich, Wilhelm. Mass Psychology of Fascism. Trans. Theodore P. Wolfe. 3rd ed. New York: Orgone Institute Press, 1946 [1933, 1934, and 1945 in German].
Schmitt, Carl. Dictatorship: From the Origin of the Modern Concept of Sovereignty to Proletarian Class Struggle. Trans. Michael Hoelzel and Graham Ward. Cambridge: Polity, 2014.
---. Political Theology: Four Chapters on the Concept of Sovereignty. Trans. Georg Schwab. Chicago: U of Chicago P, 1985.
Sohn-Rethel, Alfred. The Economy and Class Structure of German Fascism. Trans. Martin Sohn-Rethl. London: Free Association Books, 1987.
The Vienna Circle Manifesto [pamphlet]. Vienna: n.p., 1929. Rpt. The Emergence of Logical Empiricism: From 1900 to the Vienna Circle. Ed Sahota Sarkar. New York: Garland, 1996, 299-318
Williamson, Geoge S. "Continental Divide: Heidegger, Cassirer, Davos (review)." German Studies Review, 35, # 1 (February, 2012), 194-196.
Wittgenstein, Ludwig. The Blue and Brown Books. New York: Harper & Row, 1958.
Wundt, Wilhelm. Elements of Folk Psychology: Outlines of a Psychological History of the Development of Mankind. Trans. Edward Leroy Schaub. New York: The MacMillan Company, 1916.
NOT ON CANVAS, but of interest for research
Tom Ambrise. Hitler's Loss: What Britain and America Gained from Europe's Cultural Exiles. London: Peter Owen/ European Jewish Publication Society, 2001
Jost Hermand. Culture in Dark Times: Nazi Fascism, Inner Emigration, and Exile. Trans. Victoria W. Hill. New York: Berghahn Books, 2013 (German edition: Kultur in finsteren Zeiten. Böhlau Verlag, 2010)
Eckart Goebel and Sigrid Weigel, eds. 'Escape to Life': German Intellectuals in New York, A Compendium on Exile after 1933. Berlin/Boston, De Gruyter, 2013
Annie Jacobsen. Operation Paperclip: The Secret Intelligence Program that Brought Nazi Scientists to America. New York, Boston, London: Little, Brown & Company, 2014
Jean Medawar and David Pyke. Hitler's Gift: The True Story of the Scientists Expelled by the Nazi Regime. New York: Arcade Publishing, 2012.
GENERAL NOTES ON ASSIGNMENTS AND ASSIGNMENT FORMATS:
************************ Each type of assignment and exam has its own description below or appended to this page. Please read them through carefully, because they constitute the contract that the instructor is making with you -- they are the basis for your grades. All written assignments must be submitted in hard copy at the start of the class period when they are due. The professor will not accept emailed assignments UNLESS the directions say to submit electronically. Online exams/tests are online at the class Canvas site (accessible over the UT homepage). The Canvas gradebook will have your assignment and test grades. Make sure your email is updated with the University (also through UT Direct) -- emails do NOT update automatically through the system unless you update your profile on UT Direct; also make sure you pick up your email and/or set your listservs on digest so that your email account does not fill up. The instructor is not responsible for emails rejected because your box is full, or lost because you've failed to update your address or check your emails; emails are official UT correspondence and are considered valid notifications if sent to the address you provide, whether received or not. Remember, too, that on Canvas you can set announcements to be delivered by email or pushed to your favorite device in other forms. Get familiar with your computer and with campus IT resources early in the semester. Also make sure that your operating system and software are up to date. You can get cheap upgrades from the Campus Computer store, and free consulting is available in the Flawn Center; downloads available online under BEVOWARE and your EID at
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Written Assignments: General Information (see descriptions of each assignment for its length and details) ************************ FORMAT FOR ASSIGNMENTS TURNED IN ON PAPER • Typed • Double spaced, 1 inch margins all round. • 11 or 12-point type, Arial, Times, or Times New Roman font • Your name and a page number on EVERY PAGE (top right or bottom center or bottom right -- use "header" or "footer" window to insert). • Pages must be stapled together. Instructors do NOT provide staples, clips, or staplers. • All citations (footnotes or endnotes, and bibliography) must be in "Chicago Style" or "MLA Style." o Is this statement a mystery? See < http://www.lib.utexas.edu/refsites/style_manuals.html> for general information or < http://www.lib.utexas.edu/noodlebib/ > to use Noodlebib. o You may use either a reference list and in-text citations or notes with complete bibliographic information about all texts used and page references to citations, but your assignment MUST have the complete bibliographic information for the book(s) and/or article(s) you are referring to, even if it's just one item.
OVERVIEW OF GRADING PRACTICES ************************ This class will use +/- grading. All assignment grades will be posted on the Canvas website. The grades will be posted as points or percentages, with each assignment's point totals indicated. Check your grades often; protests will only be entertained within one week of grade postings. The final grade will be weighted as below, combining the individual elements posted. Conversions of Letter Grades and Numerical Percentages: • A+=97-100; A = 95-96; A- = 90-94 (note: this is generous: standard practice makes 95-100 = A ) • B+=87-89; B = 85-86; B- = 80-84; • C+=77-79; C = 75-76; C- = 70-74; • D+=67-69; D = 65-66; D- = 60-64; • F = below 60.
This semester's assignment percentages, indicated as a percentage of final grade: • 3 précis (synthetic précis) situating texts into historical context to address the covert ethical / evaluative assumptions of their presentations = 3 x 5% of course grades = 15 % of grade (two done in pairs) • 1 short essay (3-5 pp.) applying Jaspers' idea of guilt to analyzing another text as representing an ethical problem = 25 % of Grade • 1 essay (final project) for the defense or prosecution of an ethics trial: combining research in the history and situation of a particular text with a reading of the text's contents, to make a systematic case for or against its overt or covet ethical claims. The project will be done in phases: o 10% of grade= abstract/proposal, o 20 % for bibliography and "history of" section (the exposition of the facts), and o 30% for the final essay presenting a case (ca. 15 pages).
Deductions: • Any late assignments will be docked one letter per day late; without prior arrangement, not accepted at all after the next class period without proof of medical or equivalent emergency (e.g. doctor's note). • Any rescheduling of due dates must be done a MINIMUM of 14 days before the work is due. These are the standards that University athletes are held to; all students can do the same. • No work may be submitted by email unless prior arrangements are made. • Work submitted without page numbers, without your name on each page, and/or not stapled will automatically have a deduction of three points off its grade.
Readings and Reading Assignments: The readings listed on the syllabus are complete texts and excerpts from many different sources, as well as websites, as indicated in the syllabus. The class materials modules on the class Canvas Site have live URLs to make it easier to find the web readings; you can access them directly from your device of choice. Texts marked as PDFs may be downloaded from the class site, from the "Files" link in the left navigation bar, where you will find them organized by author and title. The complete list of PDFs and the books from which readings are drawn are listed in the READINGS document. Reading assignments are due THE DAY THEY ARE LISTED on the syllabus. WARNING ON READINGS: The syllabus modules include links to many websites, many from Wikipedia. Wikipedia may NOT be used for academic research, but it contains many useful plot summaries and basic (and mostly correct, if not flagged) information. Start with Wikipedia, but distrust and verify. WHAT YOU MUST READ: Some URLs are links to articles that must be read or websites that you must skim; the articles and webpages marked as "lecture background" would be good to skim (that is, read at least the introductory paragraph before class, if you can); they are listed so that you can use the material there to clear up your class notes on spellings, dates, etc.
AFTER MOST CLASSES, the class PowerPoints will be made available in a file on the class Canvas site.