Contemporary European History
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Twenty-Four Conservative-Liberal Thinkers Part I Hannes H
Hannes H. Gissurarson Twenty-Four Conservative-Liberal Thinkers Part I Hannes H. Gissurarson Twenty-Four Conservative-Liberal Thinkers Part I New Direction MMXX CONTENTS Hannes H. Gissurarson is Professor of Politics at the University of Iceland and Director of Research at RNH, the Icelandic Research Centre for Innovation and Economic Growth. The author of several books in Icelandic, English and Swedish, he has been on the governing boards of the Central Bank of Iceland and the Mont Pelerin Society and a Visiting Scholar at Stanford, UCLA, LUISS, George Mason and other universities. He holds a D.Phil. in Politics from Oxford University and a B.A. and an M.A. in History and Philosophy from the University of Iceland. Introduction 7 Snorri Sturluson (1179–1241) 13 St. Thomas Aquinas (1225–1274) 35 John Locke (1632–1704) 57 David Hume (1711–1776) 83 Adam Smith (1723–1790) 103 Edmund Burke (1729–1797) 129 Founded by Margaret Thatcher in 2009 as the intellectual Anders Chydenius (1729–1803) 163 hub of European Conservatism, New Direction has established academic networks across Europe and research Benjamin Constant (1767–1830) 185 partnerships throughout the world. Frédéric Bastiat (1801–1850) 215 Alexis de Tocqueville (1805–1859) 243 Herbert Spencer (1820–1903) 281 New Direction is registered in Belgium as a not-for-profit organisation and is partly funded by the European Parliament. Registered Office: Rue du Trône, 4, 1000 Brussels, Belgium President: Tomasz Poręba MEP Executive Director: Witold de Chevilly Lord Acton (1834–1902) 313 The European Parliament and New Direction assume no responsibility for the opinions expressed in this publication. -
The West and the World, 1789–Present, 3 Credits Boston College Summer Session 2018 Summer I, May 15– June 21 [T / R, 6– 9:15 PM]
The West and the World, 1789–Present, 3 Credits Boston College Summer Session 2018 Summer I, May 15– June 21 [T / R, 6– 9:15 PM] Instructor Name: Dr. Felix A. Jiménez Botta BC E-mail: [email protected] Office: S352 Office Hours: T R, 4:30–5:30 PM. Boston College Mission Statement Strengthened by more than a century and a half of dedication to academic excellence, Boston College commits itself to the highest standards of teaching and research in undergraduate, graduate and professional programs and to the pursuit of a just society through its own accomplishments, the work of its faculty and staff, and the achievements of its graduates. It seeks both to advance its place among the nation's finest universities and to bring to the company of its distinguished peers and to contemporary society the richness of the Catholic intellectual ideal of a mutually illuminating relationship between religious faith and free intellectual inquiry. Boston College draws inspiration for its academic societal mission from its distinctive religious tradition. As a Catholic and Jesuit university, it is rooted in a world view that encounters God in all creation and through all human activity, especially in the search for truth in every discipline, in the desire to learn, and in the call to live justly together. In this spirit, the University regards the contribution of different religious traditions and value systems as essential to the fullness of its intellectual life and to the continuous development of its distinctive intellectual heritage. Course Description This course will provide a broad survey of world history from the Enlightenment to the present. -
Nooit Meer Auschwitz Lezing 2017
Nooit Meer Auschwitz Lezing 2017 by Professor dr. Timothy D. Snyder Amsterdam, 25 januari 2017 NEDERLANDS AUSCHWITZ COMITÉ Nooit Meer Auschwitz Lezing 2017 by Professor dr. Timothy D. Snyder Amsterdam, 25 januari 2017 2 Timothy D. Snyder Auschwitz Never Again Lecture 3 Laudatio Annetje Fels-Kupferschmid Award 2017 Timothy Snyder Excellencies, distinguished guests, friends, ladies and gentlemen, “Conventional wisdom is like a sheet of ice, covering the dark sea of the undiscovered”. “Does the narrative [offered by the historian] move like an icebreaker?” “Does it leave in its wake a view of the deep, black line through white ice – a passage, that others may follow?” These words come from one of the books by Professor Timothy Snyder. I thank the jury of the Annetje Fels-Kupferschmidt Award for asking me to talk about this scholar and public intellectual, whose work I have been following for fifteen years. The quoted passage applies very well to him. Through his consistently excellent publications and presentations, about the Holocaust and mass violence in general, all of which receiving a huge audience, Timothy Snyder has indeed been just that – an icebreaker. More than anyone else, this laureate of the award has brought together two distinct scholarly universes. There is the universe of Holocaust Studies and German Studies, on the one hand. And there is the universe of scholarship on Eastern Europe under Communist rule, on the other. More convincingly and effectively than anyone else, Snyder has drawn the attention of specialists and laypeople alike to the lands of Europe where the regimes of Hitler and Stalin committed mass murder. -
A Peaceful History of Europe Since 1815
UNIVERSITY OF WESTERN ONTARIO DEPARTMENT OF HISTORY HISTORY 9712A Fall 2013 HIS9712A: A Peaceful History of Europe Since 1815 Francine McKenzie Lawson Hall 2233 661-2111 X84732 [email protected] Office Hours: Wednesday 9-11 or by appointment Sally Marks: ‘Major wars often provide the punctuation marks of history, primarily because they force drastic realignments in the relationships among states.’ (The Illusion of Peace, p. 1) Geoffrey Blainey: ‘For every thousand pages published on the causes of wars, there is less than one page directly on the causes of peace.’ (The Causes of War, p. 3) Course Description: The history of international relations is punctuated by wars; they are typically the bookends that demarcate the end of one era and the start of another - consider the so-called long 19th century: 1815- 1914. Historians devote much attention to the causes and consequences of war. By comparison, periods of ‘peace’ have received scant scholarly attention. It may be that as a non-event, peace is less tangible and therefore less easy to come to terms with. This international history course weaves together international relations, transnational and non-state actors, and ideas about peace over roughly 150 years of European history. It is not primarily a history of pacifism; our working definition of peace is broad and includes the mechanisms which sustained conditions of relative stability in Europe (the Concert of Europe and the EEC), attempts to resurrect peaceful international relations following wars (the Congress of Vienna, the Paris Peace conference of 1919, and the construction of the UN system after World War Two), conceptions of peace (individual, legal, economic, spiritual, geopolitical etc), periods/eras of ‘peace’, as well as the relationship between war and peace. -
From War to War – Europe During the First Half of the 20 Century
From War to War – Europe during the first half of the 20th Century 15304.0052 – Winter Semester 2018/19 Lecturer: Dr. Johannes Müller, Mon – 10-11:30 – R. 0.01 (Building 326) European History during the 20th Century has been described as an “Age of Extremes” (Eric Hobsbawm), as a period in which the “Dark Continent” (Mark Mazower) went “to Hell and Back” (Ian Kershaw) and then had to be rebuild “Out of Ashes” (Konrad Jarausch). This is all the more surprising as the 19th Century seemed to forebode an age of culminating progress, characterised by scientific triumphs, civilizing achievements, accelerated discoveries and technological solutions for all problems and needs of mankind. Yet, the 20th century saw the most barbaric set- back Europe had experienced for ages: Two world-wars, slaughter and repression of entire people and populations, excesses of intolerance, hate and violence, dictatorship, tyranny and the spectre of nuclear apocalypse. Examining the first half of the 20th century is examining how Europe arrived at the edge of self-destruction. It also means to identify the lessons to be learnt by successive generations – as at least in part the second half of the century is reacting to and trying to avoid the errors of the first half. Historiography has just started to historicize the last century as a whole. Hence, we will also deal with competing interpretations which try to integrate the first half of the century into a comprehensive view of the entire epoch. Language of Sessions: English Papers may be written in English, German, French, Italian and Spanish Oral exams, where applicable, can be given in English, Italian and German. -
The Israeli Lobby Source: Journal of Palestine Studies, Vol
The Israeli Lobby Source: Journal of Palestine Studies, Vol. 35, No. 3 (Spring 2006), pp. 83-114 Published by: University of California Press on behalf of the Institute for Palestine Studies Stable URL: http://www.jstor.org/stable/10.1525/jps.2006.35.3.83 . Accessed: 17/03/2015 17:48 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of California Press and Institute for Palestine Studies are collaborating with JSTOR to digitize, preserve and extend access to Journal of Palestine Studies. http://www.jstor.org This content downloaded from 66.134.128.11 on Tue, 17 Mar 2015 17:48:38 PM All use subject to JSTOR Terms and Conditions SPECIAL DOCUMENT FILE THE ISRAELI LOBBY A. John Mearsheimer and Stephen Walt, “The Israeli Lobby,” London Review of Books, 10 March 2006..................................... 84 B. Geoffrey Wheatcroft, “Most Favored Nation,” Boston Globe, 2 April 2006 (excerpts) . .................................................. 105 C. William Pfaff, “The Mearsheimer-Walt Paper on America’s Israeli Lobby,” International Herald Tribune, Paris, 4 April 2006 (excerpts). ........................................................... 107 D. Daniel Levy, “So Pro-Israel that It Hurts,” Ha’Aretz, 25 March 2006 (excerpts) ........................................................... 108 E. Joseph Massad, “Blaming the Lobby,” al-Ahram Weekly, 23–28 March 2006 (excerpts). -
Nazi Germany and Its Entanglements with Other Empires
Journal of Global History (2017), 12, pp. 206–227 © Cambridge University Press 2017 doi:10.1017/S1740022817000055 Colonial crossovers: Nazi Germany and its entanglements with other empires Patrick Bernhard Niels Henrik Abels vei 36, Blindernveien 11, 0851 Oslo, Norway E-mail: [email protected] Abstract Nazi Germany’s place in the wider world is a controversial topic in historiography. While scholars such as Ian Kershaw argue that Hitler’s dictatorship must be understood as a unique national phenomenon, others analyse Nazism within comparative frameworks. Mark Mazower, for example, argues that the international concept of ‘empire’ is useful for comprehending the German occupation of Europe. Using an approach native to transnational cultural studies, my contribution goes a step further: I analyse how the Nazis themselves positioned their regime in a wider international context, and thus gave meaning to it. My main thesis is that, while the Nazis took a broad look at international colonialism, they differentiated considerably between the various national experiences. French and British empire-building, for instance, did not receive the same attention as Japanese and Italian colonial projects. Based on new archival evidence, I show that the act of referring in particular to the Italian example was crucial for the Nazis. On the one hand, drawing strong parallels between Italian colonialism and the German rule of eastern Europe allowed Hitler to recruit support for his own visions of imperial conquest. On the other hand, Italian colonialism served as a blueprint for the Nazis’ plans for racial segregation. The article thus shows the importance of transnational exchange for under- standing ideological dynamics within the Nazi regime. -
Departmental Seminars - Spring Term 2007/08
Departmental Seminars - Spring term 2007/08 The department puts on two separate seminar programmes: the Departmental Seminars (DS) and the Research Seminars (RS). The Departmental Seminars are joint seminars, organized by 2 or more professors (convenors), and are essentially teaching seminars, aimed at examining broad developments within the discipline, and exploring major theoretical and methodological issues. Each semester the department will put on 5 to 6 Departmental Seminars (8 to 9 sessions per semester). Alongside the Departmental Seminars are the Research Seminars (8 to 9 sessions per semester) which are organized by individual professors (or in some cases jointly organized by 2 professors). The Research Seminars are intended as specialized seminars dealing with the research in progress of professors, researchers and visiting scholars. Researchers normally attend the Research Seminars of their supervisors. First year researchers are required to take 3 seminars in the autumn semester (RS or DS) and two seminars in the spring semester (RS or DS). Of these five seminars the researcher has to choose two DS. A researcher is not confined to the Departmental Seminars offered by the Department of History, but may, where appropriate and with the approval of her/his supervisor, take a seminar offered by another department. The Department formally requires you to register with Mr. Sergio Amadei the titles of the seminars, which you must attend during each of your first and second semesters of study. During the autumn semester all first year researchers will be required to hand in a written presentation and to give an oral presentation upon the subject of 2 of the seminars that they are attending. -
Revolutionary Reckonings
COMMENTARY had a fixation with the event. They declared their dictatorship to be a “national-salvationist revolu- tion” (ethnosotirios epanastasis) that would com- plete the work of its predecessor. In 1971, the 150th anniversary of the uprising, more than 300 books were published on the subject – an astonishing number dwarfing that of any year before or since. The nation’s classrooms rang with the exhortation: “Long live the revolution of 25 March 1821! Long live the revolution of 21 April 1967!” It was ironic to watch an authoritarian military Junta heroizing a bunch of unruly and quarrelsome chieftains who had been united by few things stronger than their loathing for the idea of a regular army. But the pre- dictable result of turning 1821 into fascist kitsch was that by the time the colonels fell from power in 1974, everyone was fed up with the subject. This explains why, amid the truly remarkable resurgence in historical studies in Greece that took place with the restoration of democracy, the subject of its independence struggle was initially neglected. An exception was the scholarly journal Mnimon, which consistently published high-calibre research on the subject. Just three years ago, it published not one but two important volumes of essays on the Greek revolution. These signalled an end to the neglect of the recent past and showcased a younger generation of historians that was finding new rea- sons for returning to 1821. One of these volumes is a collective tribute to the late historian Despoina Themeli-Katifori, who had contributed to the journal from the start. -
1 HISTORY 891-POSTWAR EUROPE Fall 2013 Professors Laird Boswell
HISTORY 891-POSTWAR EUROPE Fall 2013 Professors Laird Boswell and Francine Hirsch [email protected] [email protected] 263-1805 263-1783 Office hours: Office hours: Wed & Fri 2:30-3:30 Tues 11:00-12:30 and by appointment Format: This reading seminar will introduce graduate students to the history of Postwar Europe—East and West. We will explore the imprint of the Second World War, the Holocaust, and the extension of Soviet power on the countries of Europe. We will look at European reconfigurations against the backdrop of the Cold War, focusing on "the end of empire" in Western Europe, the creation of the Soviet Bloc in Eastern Europe, and the creation of the European Union. We will also look at the transmission of ideas, culture, and people across borders, as well as at the politics of religion, immigration, reproduction, and environmentalism. We will end with an evaluation of the revolutions of 1989—and the new political, social, and cultural transfigurations that emerged in their wake. Readings and preparation: All books are on reserve at College Library. Each week (by 6 pm on the evening before class) all students should post two broad "discussion questions" to the Discussion Board on the course pages of the Learn@UW website. The following morning (by 9 am) all students should respond on-line to another student's posted question. Each week, the designated “discussion leaders” will prepare a short (5-10 minute) introduction to the week’s readings and a list of questions and issues for discussion. As part of the introduction, the discussion leaders should present an overview of the week’s topic, situating it in the broader literature. -
Thanks to William Szych for Starting This Reading List. Most of the Books Below Can Be Found on Amazon Or Other Sites Where
Thanks to William Szych for starting this reading list. Most of the books below can be found on Amazon or other sites where you can read reviews of the books (Google Search). Remember you can usually request your local library to get books for you through regional book-lending agreements. If you know of other books that you think should be added, let us know. This list includes some works of historical fiction. 1. 22 Britannia Road, a novel by Amanda Hodgkinson 2. 303 Squadron: The Legendary Battle of Britain Fighter Squadron 3. A Death in the Forest (Poland’s Daughter: A Story of Love, War, and Exile) by Daniel Ford 4. A Long Long Time Ago and Essentially True, by Brigid Pasulka 5. A Memoir of the Warsaw Uprising, by Miron Bialoszewski 6. A Question of Honor: The Kosciuszko Squadron: Forgotten Heroes of World War II. Lynne Olson and Stanley Cloud 7. A Secret Life: The Polish Officer, His Covert Mission, and the Price He Paid to Save His Country, by Benjamin Weiser 8. A World Apart: Imprisonment in a Soviet Labor Camp During World War II 9. An Army in Exile—the Story of the Second Polish Corps, by Lt. General W. Anders 10. Andrew Bienkowski: One life to Give: A Path to Finding Yourself by Helping Others 11. Andrzej Pityński Sculpture. Anna Chudzik (Editor), Andrzej K. Olszewski, Irena Grzesiuk-Olszewska (Introduction) 12. As Far As My Feet Will Carry Me by Josef Bauer 13. Bieganski: The Brute Polak Stereotype in Polish-Jewish Relations and American Popular Culture by Danusha Goska 14. -
HISTORY SUPER-CURRICULUM A-Level – RUSSIA: Revolution
HISTORY SUPER-CURRICULUM A-Level – RUSSIA: Revolution & Dictatorship (G) (G) (C) Russian Revolution, A People’s Lenin, Robert Service Young Stalin, Simon Sebag Tragedy, Orlando Figes (G) Montefiore (G) Stalin, Robert Service (G) The Court of the Red Tsar, Simon Revolutionary Russia, 1891- (C) Sebag Montefiore 1991: A Pelican Introduction, Trotsky, Robert Service Orlando Figes (C) (C) (C) The Last Days of the Tsar, Robert Stalin, Thames TV documentary The Siege, Helen Dunmore Service 1990 on youtube: (G) Revolutionary (C) Lenin The Dictator, Victor Dictator The Betrayal, Helen Dunmore Sebestyan Despot (S) Write a book review. (S) (U) (G) Design your own Stalinist socialist Write your own play on Stalin’s Gulag, Anne Applebaum realist propaganda Rise to Power or the October (G) Revolution The Great Terror, A reassessment, Robert Conquest (U) Build a chronological display of the events of Stalin’s Rise to Power (C) (S) BBC podcast on Lenin’s rise to Build a creative representation of (G) power on BBC iplayer Marxist theory. Ten Days that Shook the World, John Reed (an eye witness account) (G) A Day in the Life of Ivan Denisovich, A. Solzhenitsyn (C) (C) (G) Death of Stalin (a comedy), 2017 The Road of Bones, Anne Fine And Quiet Flows the Don, (C) Mikhail Sholokov Dr. Zhivago, Boris Pasternak (G) Virgin Soil Upturned, Sholokov Watch the Film Reading Writing listening Watching Research Trip Creative U = UNITY C = CURIOSITY G = GROWTH S = SERVICE HISTORY SUPER-CURRICULUM A-Level – Stuart Britain and the Crisis of Monarchy (1603-1702) (G) (C) (G) Read A Monarchy Transformed –Mark Read any of the following short books Kishlansky.