1 the First Total Terror Carla Hesse, University of California, Berkeley (©2008) Working Paper for Stanford Conference on Terro
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Nationalism in the French Revolution of 1789
The University of Maine DigitalCommons@UMaine Honors College 5-2014 Nationalism in the French Revolution of 1789 Kiley Bickford University of Maine - Main Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Cultural History Commons Recommended Citation Bickford, Kiley, "Nationalism in the French Revolution of 1789" (2014). Honors College. 147. https://digitalcommons.library.umaine.edu/honors/147 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NATIONALISM IN THE FRENCH REVOLUTION OF 1789 by Kiley Bickford A Thesis Submitted in Partial Fulfillment of the Requirement for a Degree with Honors (History) The Honors College University of Maine May 2014 Advisory Committee: Richard Blanke, Professor of History Alexander Grab, Adelaide & Alan Bird Professor of History Angela Haas, Visiting Assistant Professor of History Raymond Pelletier, Associate Professor of French, Emeritus Chris Mares, Director of the Intensive English Institute, Honors College Copyright 2014 by Kiley Bickford All rights reserved. Abstract The French Revolution of 1789 was instrumental in the emergence and growth of modern nationalism, the idea that a state should represent, and serve the interests of, a people, or "nation," that shares a common culture and history and feels as one. But national ideas, often with their source in the otherwise cosmopolitan world of the Enlightenment, were also an important cause of the Revolution itself. The rhetoric and documents of the Revolution demonstrate the importance of national ideas. -
The Atheist's Bible: Diderot's 'Éléments De Physiologie'
The Atheist’s Bible Diderot’s Éléments de physiologie Caroline Warman In off ering the fi rst book-length study of the ‘Éléments de physiologie’, Warman raises the stakes high: she wants to show that, far from being a long-unknown draf , it is a powerful philosophical work whose hidden presence was visible in certain circles from the Revolut on on. And it works! Warman’s study is original and st mulat ng, a historical invest gat on that is both rigorous and fascinat ng. —François Pépin, École normale supérieure, Lyon This is high-quality intellectual and literary history, the erudit on and close argument suff used by a wit and humour Diderot himself would surely have appreciated. —Michael Moriarty, University of Cambridge In ‘The Atheist’s Bible’, Caroline Warman applies def , tenacious and of en wit y textual detect ve work to the case, as she explores the shadowy passage and infl uence of Diderot’s materialist writ ngs in manuscript samizdat-like form from the Revolut onary era through to the Restorat on. —Colin Jones, Queen Mary University of London ‘Love is harder to explain than hunger, for a piece of fruit does not feel the desire to be eaten’: Denis Diderot’s Éléments de physiologie presents a world in fl ux, turning on the rela� onship between man, ma� er and mind. In this late work, Diderot delves playfully into the rela� onship between bodily sensa� on, emo� on and percep� on, and asks his readers what it means to be human in the absence of a soul. -
The Enlightenment Revisited: Sources & Interpretations. Learning Activities
DOCUMENT RESUME ED 406 276 SO 027 048 AUTHOR Donato, Clorinda; And Others TITLE The Enlightenment Revisited: Sources & Interpretations. Learning Activities. INSTITUTION California State Univ., Long Beach. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 92 NOTE 121p.; This publication resulted from a 1992 summer institute at California State University, Long Beach. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Eighteenth Century Literature; *European History; Foreign Countries; *French Literature; Literary History; Neoclassicism; Secondary Education; Social Studies; Teaching Guides; *World History IDENTIFIERS *Age of Enlightenment; France ABSTRACT This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include:(1) "What Was the Enlightenment?";(2) "An Introduction to the Philosophes";(3) "Was the Enlightenment a Revolt Against Rationalism?";(4) "Were the Philosophes Democrats? A Comparison of the 'Enlightened' Ideas of Voltaire and Rousseau on Democracy and Equality";(5) "What is the Significance of the Term Enlightenment in the Context of the 18th Century?";(6) "Were the Philosophes Atheists?"; (7) "How was French Society Portrayed in the 'Encyclopedie?'";(8) "Were the Philosophes True Philosophers, or Illogical Extremists?"; (9) "Did the French Philosophes Inspire the French Revolution?"; (10) "The Salon' as a Center for Enlightenment in the 18th Century"; (11) "Reader's -
The Three Phases of Arendt's Theory of Totalitarianism*
The Three Phases of Arendt's Theory of Totalitarianism* X~1ANNAH Arendt's The Origins of Totalitarianism, first published in 1951, is a bewilderingly wide-ranging work, a book about much more than just totalitarianism and its immediate origins.' In fact, it is not really about those immediate origins at all. The book's peculiar organization creates a certain ambiguity regarding its intended subject-matter and scope.^ The first part, "Anti- semitism," tells the story of tbe rise of modern, secular anti-Semi- tism (as distinct from what the author calls "religious Jew-hatred") up to the turn of the twentieth century, and ends with the Drey- fus affair in Erance—a "dress rehearsal," in Arendt's words, for things still worse to come (10). The second part, "Imperialism," surveys an assortment of pathologies in the world politics of the late nineteenth and early twentieth centuries, leading to (but not direcdy involving) the Eirst World War. This part of the book examines the European powers' rapacious expansionist policies in Africa and Asia—in which overseas investment became the pre- text for raw, openly racist exploitation—and the concomitant emergence in Central and Eastern Europe of "tribalist" ethnic movements whose (failed) ambition was the replication of those *Earlier versions of this essay were presented at the University of Virginia and at the conference commemorating the fiftieth anniversary of The Origins of Toudilarianism hosted by the Hannah Arendt-Zentrum at Carl Ossietzky University in Oldenburg, Ger- many. I am grateful to Joshua Dienstag and Antonia Gnmenberg. respectively, for arrang- ing these (wo occasions, and also to the inembers of the audience at each—especially Lawrie Balfour, Wolfgang Heuer, George KJosko, Allan Megili, Alfons Sollner, and Zoltan Szankay—for their helpful commeiiLs and criticisms. -
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Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940) Anita Tárnai Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2014 © 2014 Anita Tárnai All rights reserved ABSTRACT Cultural Experimentation as Regulatory Mechanism in Response to Events of War and Revolution in Russia (1914-1940) Anita Tárnai From 1914 to 1940 Russia lived through a series of traumatic events: World War I, the Bolshevik revolution, the Civil War, famine, and the Bolshevik and subsequently Stalinist terror. These events precipitated and facilitated a complete breakdown of the status quo associated with the tsarist regime and led to the emergence and eventual pervasive presence of a culture of violence propagated by the Bolshevik regime. This dissertation explores how the ongoing exposure to trauma impaired ordinary perception and everyday language use, which, in turn, informed literary language use in the writings of Viktor Shklovsky, the prominent Formalist theoretician, and of the avant-garde writer, Daniil Kharms. While trauma studies usually focus on the reconstructive and redeeming features of trauma narratives, I invite readers to explore the structural features of literary language and how these features parallel mechanisms of cognitive processing, established by medical research, that take place in the mind affected by traumatic encounters. Central to my analysis are Shklovsky’s memoir A Sentimental Journey and his early articles on the theory of prose “Art as Device” and “The Relationship between Devices of Plot Construction and General Devices of Style” and Daniil Karms’s theoretical writings on the concepts of “nothingness,” “circle,” and “zero,” and his prose work written in the 1930s. -
Introduction
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. CHAPTER 1 Introduction French Society in 1789 Historians working on the French Revolution have a problem. All of our attempts to find an explanation in terms of social groups or classes, or particular segments of society becoming powerfully activated, have fallen short. As one expert aptly expressed it: “the truth is we have no agreed general theory of why the French Revolution came about and what it was— and no prospect of one.”1 This gaping, causal void is cer- tainly not due to lack of investigation into the Revolution’s background and origins. If class conflict in the Marxist sense has been jettisoned, other ways of attributing the Revolution to social change have been ex- plored with unrelenting rigor. Of course, every historian agrees society was slowly changing and that along with the steady expansion of trade and the cities, and the apparatus of the state and armed forces, more (and more professional) lawyers, engineers, administrators, officers, medical staff, architects, and naval personnel were increasingly infusing and diversifying the existing order.2 Yet, no major, new socioeconomic pressures of a kind apt to cause sudden, dramatic change have been identified. The result, even some keen revisionists admit, is a “somewhat painful void.”3 Most historians today claim there was not one big cause but instead numerous small contributory impulses. One historian, stressing the absence of any identifiable overriding cause, likened the Revolution’s origins to a “multi- coloured tapestry of interwoven causal factors.”4 So- cial and economic historians embracing the “new social interpretation” identify a variety of difficulties that might have rendered eighteenth- century French society, at least in some respects, more fraught and vulnerable than earlier. -
Origins of the Worship of Reason During the French Revolution
K64 W. W. Kifner Origins of the. Worship of Reesson Durinq the French Rev-o(<jfion ORIGINS OF THE WORSHIP OF REASON DURING THE FRENCH REVOLUTION BY WILLIAM WALTER KITNER A. B. Illinois College, 1917 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN HISTORY IN THE GRADUATE SCHOOL OF THE UNIVERSITY OF ILLINOIS 1920 UNIVERSITY OF ILLINOIS THE GRADUATE SCHOOL JUNE 5, 191 I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION RY WILLIAM WALTER KTTNER ENTITLED^ ORIGINS OF THE WORSHIP OF REASON DURING THE FRENCH REVOLUTION. BE ACCEPTED AS FULFILLING THIS PART OF THE REQUIREMENTS FOR THE DEGREE OF_ MASTER OF ARTS Head of Department Recommendation concurred in* Committee on Final Examination* *Required for doctor's degree but not for master's .. i 915 This study was undertaken at the suggestion of Professor Albert H. Lybyer. The author wishes to express his appreciation for the courtesies extended and the valuable assistance he has given. uiuc . ORIGINS OF THE WORSHIP OF REASON DURING THE FRENCH REVOLUTION. CONTENTS Chapters. Page Introduction. 1 I The Rise of the Gallican Church. 6 II Origins of Rationalism in France. 24 III The Eighteenth Century. 33 IV Church and State in France, 1789-93, 44 V The Formation of the Cult of Reason. 68 VI The FStes of Reason. 7b Conclusion. 80 Appendices. 7 I Alleged Correspondance between Boniface VIII and Philip the Fair, King of France. 83 II, The Council of Basel. 84 III The Pragmatic Sanction of Bourges. 86 IV Doctrines of the Cult of Reason. -
SENATE March 12 Repair, Or Construction; to the Committee on by Mr.AVERY: - by Mr
3824 CONGRESSIONAL RECORD-- SENATE March 12 repair, or construction; to the Committee on By Mr.AVERY: - By Mr. McDONOUGH: Banking and Currency. H.R. 10670. A bill to declare that certain H.R.10673. A bill for the relief-of Eng (Ng) By Mr. WILLIAMS: land of the United States is held by the Yook Gee; to the Committee on the Judi H.R. 10654. A bill to support the price of United States in trust for the Prairie Band ciary. soybeans; to the Committee on Agriculture. of Pottawatomie Indians In Kansas; to the H.R. 10674. A bill for the relief of Toshi H.R. 10655. A bill to amend section 402 of Conunittee on Interior and· Insular Affairs. nori Kondo; to the Committee on the Judi the Federal Aviation Act of 1958 to require By Mr. ARENDS: ciary. approval by the Civil Aeronautics Board of H.J. Res. 656. Joint resolution authoriz H.R. 10675. A bill for the relief of Mrs. certain schedules of foreign air carriers; ing the Secretary of the Navy to receive for Umeno Taga; to the Committee on the Judi to the Committee on Interstate and Foreign instruction at the U.S. Naval\ Academy at ciary. Commerce. Annapolis two citizens and subjects of the By Mr. MACGREGOR: H.R. 10656. A bill to prescribe the oath of Kingdom of Belgium; to the Committee on H.R. 10676. A bill for the relief of Dr. office of justices and judges of the United Armed Services. Shaoul G. S. Shashoua; to the Committee States; to the Committee on the Judicia~y. -
Voices of Revolt Voices of Revolt
VOICES OF REVOLT VOICES OF REVOLT SPEECHES OF MAXIMILIEN ROBESPIERRE VOICES OF REVOLT VOLUME I * SPEECHES OF MAXI MILlEN ROBES PIERRE WITH A BIOGRAPHICAL SKETCH NEW YORK INTERNATIONAL PUBLISHERS Copyright, 1927, by INTERNATIONAL PUBLISHERS, INc. Printed in the U. S . .A. This book is composed and printed by union labor CONTENTS PAGE INTRODUCTION 9 Robespierre in the Club of the Jacobins 18 Robespierre as the Realpolitiker of the Revo- lution 22 Robespierre and the Committee of Public Safety 2 7 The Ninth Thermidor 36 THE FLIGHT OF THE KING 41 AsKING THE DEATH PENALTY FOR Louis XVI 46 CoNCERNING THE DECLARATION OF THE RIGHTS OF MAN AND OF THE CITIZEN 52 IN FAVOR OF AN ARMED PEOPLE, OF A wAR AGAINsT THE VENDEE s6 REPORT ON THE PRINCIPLES OF A REVOLUTIONARY GOVERNMENT 61 REPORT ON THE PRINCIPLES OF POLITICAL MORAL ITY • REPORT ON THE EXTERNAL SITUATION OF THE REPUBLIC • EXPLANATORY NOTES MAXIMILIEN ROBESPIERRE INTRODUCTION IN the year 1770 a boy knocked at the gate of the Lycee Louis-le-Grand. Mass was just being held, and the youth could still hear the last notes of the organ as he was resting on a bench. He had covered a long distance on his journey: he had come from Arras. "Praised be Jesus Christ," was the sexton's greet ing as he opened the gate. The boy had already been announced, and was at once led to the rector. "So your name is Maximilien Robespierre, my child?" asked the Jesuit who conducted the insti tution. The young man becomes a scholar, one of the most diligent students of the Lycee Louis-le Grand. -
Dissertation After Crash 4-7-10
Roma De Profundis: Post-Economic Miracle Rome and the Films of Dario Argento (1970-1982) By Michael Loren Siegel B.A., University of Michigan, 2000 M.A., Brown University, 2003 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Modern Culture and Media at Brown University Providence, Rhode Island May 2010 © Copyright 2010 by Michael Loren Siegel This dissertation by Michael Loren Siegel is accepted in its present form by the Department of Modern Culture and Media as satisfying the dissertation requirement for the degree of Doctor of Philosophy Date___________ ___________________________________ Professor Mary Ann Doane, Advisor Recommended to the Graduate Council Date___________ ___________________________________ Professor Philip Rosen, Reader Date___________ ___________________________________ Professor Massimo Riva, Reader Approved by the Graduate Council Date___________ ___________________________________ Professor Sheila Bonde, Dean of the Graduate School iii VITA Michael Loren Siegel was born on July 31, 1978 in Pittsburgh, Pennsylvania. He earned his B.A. in Film and Video Studies at the University of Michigan in Ann Arbor, Michigan in 2000, and his M.A. in Modern Culture and Media at Brown University in Providence, Rhode Island in 2003. His work on Italian cinema, television, urbanity, and visual culture has been published in the anthologies Cinematic Rome (ed. Richard Wrigley) and The Place of the Moving Image (eds. John David Rhodes and Elena Gorfinkel), and is forthcoming in A Companion to Italian Cinema (ed. Peter Brunette) and the British Film Institute’s centenary collection on Michelangelo Antonioni (ed. John David Rhodes). ! iv ACKNOWLEDGEMENTS Writing a dissertation can be an intensely isolating experience. -
NORMAN HAMPSON Norman Hampson 1922–2011
NORMAN HAMPSON Norman Hampson 1922–2011 ‘NORMAN WAS ALWAYS LUCKY’, said his father when he married Jacqueline Gardin in 1948.1 Norman Hampson never doubted it, knowing that the happiest events in his life came about by chance. They left him profoundly convinced that history, too, develops by chances that historians habitually underestimate, and his deepest instincts left him sceptical of all forms of historical determinism. He did not consciously set out to be a professional historian, much less a historian of France. He was born on 8 April 1922 in Leyland and grew up in industrial Lancashire. His mother, Elizabeth Fazackerley, bore a very ancient Lancashire name. His father, Frank Hampson, was clerk to the Education Authority. Neither came from an educated background, but their efforts to compensate through their two sons won them entry to the most prestigious school in the north, Manchester Grammar School. Here Norman at first followed his much revered elder brother (who went on to become a consultant surgeon) on the science side, though all the while developing a passion for all forms of literature, from the classics, at which he excelled, down to modern English poetry. Only in the sixth form did he finally abandon science. Throughout his life he could quote pages of Shakespeare by heart, and in the sixth form he and Norman Swallow, later a pioneering television producer, established a literary magazine, Phoenix, which carried on with the help of his father some years after he had left school. Haunting Manchester bookshops on his way home, he also began to write his own poems, and even a short novel. -
Reign of Terror Lesson Plan Central Historical Question
Reign of Terror Lesson Plan Central Historical Question: Was the main goal of the Committee of Public Safety to “protect the Revolution from its enemies”? Materials: • Copies of Timeline – Key Events of the French Revolution • Copies of Reign of Terror Textbook Excerpt • Copies of Documents A and B • Copies of Reign of Terror Guiding Questions Plan of Instruction: [NOTE: This lesson focuses on the Reign of Terror, the radical phase of the French Revolution that began in 1793. Students should be familiar with the general events of the French Revolution before participating in this lesson.] 1. Introduction: Hand out French Revolution Timeline. Read the paragraph on top together as a class. Use the timeline to review key events of the French Revolution leading up to the Reign of Terror. As you review these key events, you may want to emphasize the following: [Note: The timeline attempts to illustrate the increasing radicalization of the revolution between 1789 and 1792 by depicting the various governments that preceded the Committee of Public Safety. The main takeaway for students is that many people vied for power during the revolution; it was not a single, monolithic effort. The timeline does NOT attempt to tell the story of the Revolution, and in fact, does not include key events, such as the September Massacres, the king’s attempt to flee, etc.]. o The French Revolution began in 1789 (students should be familiar with the grievances of the Third Estate, storming of the Bastille, Declaration of the Rights of Man and Citizen). o Students should understand that the first phase of the French Revolution abolished the system of feudalism.