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View German Scholars 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: <https://registrar.utexas.edu/schedules/179/finals > ; instructors may NOT alter these dates for classes without special exam dates as noted): o Saturday, December 14, 7:00 pm-10:00 pm o your final project due by 7 pm 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.
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