Masterarbeit / Master's Thesis
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Das Reich Der Seele Walther Rathenau’S Cultural Pessimism and Prussian Nationalism ~ Dieuwe Jan Beersma
Das Reich der Seele Walther Rathenau’s Cultural Pessimism and Prussian Nationalism ~ Dieuwe Jan Beersma 16 juli 2020 Master Geschiedenis – Duitslandstudies, 11053259 First supervisor: dhr. dr. A.K. (Ansgar) Mohnkern Second supervisor: dhr. dr. H.J. (Hanco) Jürgens Abstract Every year the Rathenau Stiftung awards the Walther Rathenau-Preis to international politicians to spread Rathenau’s ideas of ‘democratic values, international understanding and tolerance’. This incorrect perception of Rathenau as a democrat and a liberal is likely to have originated from the historiography. Many historians have described Rathenau as ‘contradictory’, claiming that there was a clear and problematic distinction between Rathenau’s intellectual theories and ideas and his political and business career. Upon closer inspection, however, this interpretation of Rathenau’s persona seems to be fundamentally incorrect. This thesis reassesses Walther Rathenau’s legacy profoundly by defending the central argument: Walther Rathenau’s life and motivations can first and foremost be explained by his cultural pessimism and Prussian nationalism. The first part of the thesis discusses Rathenau’s intellectual ideas through an in-depth analysis of his intellectual work and the historiography on his work. Motivated by racial theory, Rathenau dreamed of a technocratic utopian German empire led by a carefully selected Prussian elite. He did not believe in the ‘power of a common Europe’, but in the power of a common German Europe. The second part of the thesis explicates how Rathenau’s career is not contradictory to, but actually very consistent with, his cultural pessimism and Prussian nationalism. Firstly, Rathenau saw the First World War as a chance to transform the economy and to make his Volksstaat a reality. -
Antisemitism – Medieval Activity
MEDIEVAL ANITISEMITISM ACTIVITY This activity is designed to enable students to examine multiple historical documents related to the discrimination and persecution of Jews during the Middle Ages (primary and secondary sources, text and visual), to respond to a series of questions and to share their work with their peers. Procedure: This activity can be conducted as either an individual, paired or group exercise. After the students have been assigned their topic(s) and given their documents, they should complete the exercise. Each of the 9 documents (text and visual) has a series of specific questions for the document. In addition there are two generic questions: • What is your reaction to the text and images? • Which historical root(s) of antisemitism are revealed in this documents? Students should write their responses in the space provided on the question sheet. Report out. After the students have had a chance to complete their specific task, they should share their responses with the rest of the class. Depending upon the number of students assigned to each topic and the time allotted for this activity, it could be a Think-Pair-Share strategy, or a modified Jigsaw Cooperative Learning strategy. After all have shared their responses, you should ask the students to identify the themes that intertwine to characterize antisemitism in the Middle Ages. List of Documents 1. Ecclesia and Synagoga 2. Crusades 3. Lateran Council of 1215 4. Expulsions from Western and Central Europe 5. Judensau 6. Blood Libel 7. Jewish Quarter or Ghetto 8. Moneylenders and Usurers 9. The Black Death B-1 Ecclesia and Synagoga Ecclesia and Synagoga above the portico of the Cathedral of Notre Dame de Paris (c. -
Jews in the Medieval German Kingdom
Jews in the Medieval German Kingdom Alfred Haverkamp translated by Christoph Cluse Universität Trier Arye Maimon-Institut für Geschichte der Juden Akademie der Wissenschaften und der Literatur | Mainz Projekt “Corpus der Quellen zur Geschichte der Juden im spätmittelalterlichen Reich” Online Edition, Trier University Library, 2015 Synopsis I. Jews and Christians: Long-Term Interactions ......................................... 1 . Jewish Centers and Their Reach ......................................................... 1 . Jews Within the Christian Authority Structure ......................................... 5 . Regional Patterns – Mediterranean-Continental Dimensions .......................... 7 . Literacy and Source Transmission ........................................................ 9 II. The Ninth to Late-Eleventh Centuries .............................................. 11 . The Beginnings of Jewish Presence ..................................................... 11 . Qehillot: Social Structure and Legal Foundations ...................................... 15 . The Pogroms of ................................................................... 20 III. From the Twelfth Century until the Disasters of – ....................... 23 . Greatest Extension of Jewish Settlement ............................................... 23 . Jews and Urban Life ..................................................................... 26 . Jewish and Christian Communities ..................................................... 33 . Proximity to the Ruler and “Chamber -
Luther, Bach, and the Jews: the Place of Objectionable Texts in the Classroom
religions Article Luther, Bach, and the Jews: The Place of Objectionable Texts in the Classroom Beth McGinnis 1 and Scott McGinnis 2,* 1 Division of Music, School of the Arts, Samford University, 800 Lakeshore Dr., Birmingham, AL 35229, USA; [email protected] 2 Department of Religion, Samford University, 800 Lakeshore Dr., Birmingham, AL 35229, USA * Correspondence: [email protected]; Tel.: +1-205-726-4260 Academic Editors: Peter Iver Kaufman and Christopher Metress Received: 16 February 2017; Accepted: 26 March 2017; Published: 1 April 2017 Abstract: This article examines the pedagogical challenges and value of using objectionable texts in the classroom by way of two case studies: Martin Luther’s writings on Jews and two works by J.S. Bach. The use of morally or otherwise offensive materials in the classroom has the potential to degrade the learning environment or even produce harm if not carefully managed. On the other hand, historically informed instructors can use difficult works to model good scholarly methodology and offer useful contexts for investigating of contemporary issues. Moral judgments about historical actors and events are inevitable, the authors argue, so the instructor’s responsibility is to seize the opportunity for constructive dialogue. Keywords: Martin Luther; Johann Sebastian Bach; anti-Judaism; anti-Semitism; pedagogy 1. Introduction Although the Castle Church in Wittenberg famously appears in Martin Luther’s biography as the site of the (possibly mythical but nevertheless) dramatic posting of the Ninety-Five Theses, the “mother church of the Reformation” actually lies a short walk to the east: the Stadtkirche, or City Church, dedicated to St. -
The Holocaust: Student Outline
Name:_____________________________ at Keene State College ___________________________________________________________________________________ “To Remember…and to Teach.” www.keene.edu/cchs A History of Anti-Judaism & Antisemitism: Student Outline Antisemitism is more than prejudice, racism, or discrimination. It has common features with other hatreds, but it is uniquely complex. Antisemitic accusations are irrational and counterfactual. They often fixate on an apocalyptic logic that seeks to destroy a “secret, mythical Jewish power.” Often presented in terms of salvation or redemption, antisemites demonize Jews while seeking some sort of vengeful reckoning against the perceived Jewish threat. Rabbi Jonathan Sak’s metaphor of a “mutating virus” will help us approach it. Focus Questions: . Where does antisemitism come from and how does it give meaning to individual and collective identity? . How does antisemitism act as a virus – mutating to penetrate societal norms? . Hate cannot be publicly aired without some form of justification. What sources of authority within cultures have legitimated antisemitism? 1st Mutation: Anti-Judaism 1. Destruction of the 2nd Temple took place: _______CE 2. After 70CE the ____________ and _____________ traditions developed at relatively the same time. 3. One of the most dangerous _______ (lie) was the Deicide charge. This was the ___________ belief that Jews were solely responsible for the death of Jesus (a fellow Jew). 1. Supercessionism (Christians replacing Jews) was often illustrated by the figures of ________________ (Church) and ____________________ (the synagogue). nd 2 Mutation: Demonic Anti-Judaism 2. A turning point in anti-Jewish thought came with the 1st _________________ in the 11th century. 3. In the 14th century, the trauma of the ______________ ______________ created the fantasy of conspiracy theories. -
The Medieval Origins of Anti-Semitic Violence in Nazi Germany
NBER WORKING PAPER SERIES PERSECUTION PERPETUATED: THE MEDIEVAL ORIGINS OF ANTI-SEMITIC VIOLENCE IN NAZI GERMANY Nico Voigtlaender Hans-Joachim Voth Working Paper 17113 http://www.nber.org/papers/w17113 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 June 2011 We thank Sascha Becker, Efraim Benmelech, Davide Cantoni, Dora Costa, Raquel Fernandez, Jordi Galí, Claudia Goldin, Avner Greif, Elhanan Helpman, Rick Hornbeck, Saumitra Jha, Matthew Kahn, Lawrence Katz, Deirdre McCloskey, Joel Mokyr, Petra Moser, Nathan Nunn, Steve Pischke, Leah Platt Boustan, Shanker Satyanath, Kurt Schmidheiny, Andrei Shleifer, Yannay Spitzer, Peter Temin, Matthias Thoenig, and Jaume Ventura for helpful comments. Seminar audiences at CREI, Harvard, NYU, Northwestern, Stanford, UCLA, UPF, Warwick, and at the 2011 Royal Economic Society Conference offered useful criticisms. We are grateful to Hans-Christian Boy for outstanding research assistance, and Jonathan Hersh, Maximilian von Laer, and Diego Puga for help with the geographic data. Davide Cantoni and Noam Yuchtman kindly shared their data on year of incorporation and first market for German cities. Voigtländer acknowledges financial support from the UCLA Center for International Business Education and Research (CIBER). Voth thanks the European Research Council for generous funding. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. © 2011 by Nico Voigtlaender and Hans-Joachim Voth. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Persecution Perpetuated: The Medieval Origins of Anti-Semitic Violence in Nazi Germany Nico Voigtlaender and Hans-Joachim Voth NBER Working Paper No. -
ONLINE APPENDIX Persecution Perpetuated: the Medieval Origins of Anti-Semitic Violence in Nazi Germany
ONLINE APPENDIX Persecution Perpetuated: The Medieval Origins of Anti-Semitic Violence in Nazi Germany Nico Voigtländer Hans-Joachim Voth UCLA and NBER ICREA/UPF and CREi I. Data Description I.A. Medieval Data As described in section II in the paper, we use Germania Judaica [GJ] from Avneri (1968) as our principal source. We first establish the presence of a Jewish community based on its inclusion in GJ, volume II, which is for the period 1238-1350. Whenever later work by Alicke (2008) mentions that a Jewish community existed during this period, we use his information instead. For each town, city or village where GJ mentions pogroms, violent attacks on the Jewish population, the burning of Jews, or the wholesale extermination of the Jewish community in 1348-50, we code our dummy variable for Black Death pogroms, POG1349, as unity, and zero otherwise. I.B. Data on 20C Violence and Anti-Semitic Attitudes We collect data on pogroms in the 1920s, on the number of Stürmer letters, on deportations, and on attacks on synagogues. Our source for all of these variables with the exception of the Stürmer letters is Alicke (2008). For pogroms in the 1920s we use the dummy POG1920 that equals 1 for cities with documented pogroms during this period. Alicke focuses on ‘positive’ information, and mentions when an event actually occurred. We set POG1920 to zero otherwise. We define a pogrom as a violent outrage against the Jewish population, involving physical violence against and/or the killings of people. Therefore, political agitation through Brandreden (incendiary speeches), attacks on Jewish shows, or the desecration of cemeteries are not coded as pogroms. -
Pogrom Cries – Essays on Polish-Jewish History, 1939–1946
Rückenstärke cvr_eu: 39,0 mm Rückenstärke cvr_int: 34,9 mm Eastern European Culture, 12 Eastern European Culture, Politics and Societies 12 Politics and Societies 12 Joanna Tokarska-Bakir Joanna Tokarska-Bakir Pogrom Cries – Essays on Polish-Jewish History, 1939–1946 Pogrom Cries – Essays This book focuses on the fate of Polish “From page one to the very end, the book Tokarska-Bakir Joanna Jews and Polish-Jewish relations during is composed of original and novel texts, the Holocaust and its aftermath, in the which make an enormous contribution on Polish-Jewish History, ill-recognized era of Eastern-European to the knowledge of the Holocaust and its pogroms after the WW2. It is based on the aftermath. It brings a change in the Polish author’s own ethnographic research in reading of the Holocaust, and offers totally 1939–1946 those areas of Poland where the Holo- unknown perspectives.” caust machinery operated, as well as on Feliks Tych, Professor Emeritus at the the extensive archival query. The results Jewish Historical Institute, Warsaw 2nd Revised Edition comprise the anthropological interviews with the members of the generation of Holocaust witnesses and the results of her own extensive archive research in the Pol- The Author ish Institute for National Remembrance Joanna Tokarska-Bakir is a cultural (IPN). anthropologist and Professor at the Institute of Slavic Studies of the Polish “[This book] is at times shocking; however, Academy of Sciences at Warsaw, Poland. it grips the reader’s attention from the first She specialises in the anthropology of to the last page. It is a remarkable work, set violence and is the author, among others, to become a classic among the publica- of a monograph on blood libel in Euro- tions in this field.” pean perspective and a monograph on Jerzy Jedlicki, Professor Emeritus at the the Kielce pogrom. -
The OSCE Anti-Semitism Conference in Berlin Gert Weisskirchen
In: IFSH (ed.), OSCE Yearbook 2004, Baden-Baden 2005, pp. 317-328. Gert Weisskirchen The OSCE Anti-Semitism Conference in Berlin1 It is happening right under our noses. In the oppressive heat of the summer, in 2003, in the Berlin district of Reinickendorf. The windows of the “Israel- Deli” grocery are smashed, and not only once. Youths spit into diners’ food. Neo-Nazis curse the owner as a “Judensau” (Jewish pig) and slash his car tyres. Nights of fear. The owner is in a state of despair. His neighbours sup- port him at first. But as they too are intimidated, they increasingly fall silent. The owner sees no alternative – resigned, he closes his shop. Did we not hope that we had been successful in shutting anti-Semitism away, sealing it in and rendering it harmless? But now, like the vampire it is, it has returned from the dead. After all the horrors unleashed by anti-Jewish hatred, how can it gain a hold in people’s minds once again, destroying their ability to think? Are we no longer aware of how it seeks to spread? How could we have forgotten? It comes like an assassin in the night. It attacks the emotions. It poisons them. The conscience languishes until there is finally nothing left. “Anti-Semitism, a Social Disease”, was the title of the book published in 1946 by members of the Frankfurt School of Social Research, including Theodor Adorno and Max Horkheimer. In his introduction, the book’s editor Ernst Simmel, wrote the following: “The anti-Semite hates the Jew because he believes the Jew is the cause of his own misfortune. -
Absence of Jews – Absenceofantisemitism?
Antisemitism in the North Religious Minorities in the North: History, Politics, and Culture Edited by Jonathan Adams Cordelia Heß Christhard Hoffmann Volume 1 Antisemitism in the North History and State of Research Edited by Jonathan Adams and Cordelia Heß The publication of this book has been generously supported by Vetenskapsrådet – The Swedish Research Council and the University of Greifswald ISBN 978-3-11-063193-7 e-ISBN (PDF) 978-3-11-063482-2 e-ISBN (EPUB) 978-3-11-063228-6 ISSN 2627-440X This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/. Library of Congress Control Number: 2019948511 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. © 2020 Jonathan Adams, Cordelia Heß, published by Walter de Gruyter GmbH, Berlin/Boston This book is published in open access at www.degruyter.com Cover image: Abraham Tokazier wearing the jersey of Jewish sports club Makkabi wins but is ranked fourth. Photo by Finnish photographer Akseli Neittamo of the 100-metre sprint at the Helsinki Olympic Stadium on 21 June 1938. The photo appeared in Helsin- gin Sanomat on 22 June 1938. Public domain. Printing and binding: CPI books GmbH, Leck www.degruyter.com Acknowledgements This volume of articles started life as athree-day workshop on the theme “The StudyofAntisemitisminScandinavia – WhereAre We Heading?” held on 5–7February 2018 at theUniversity of Greifswald.The editors would like to thank all those whoparticipated in the meetingaswell as those who assisted in its organization. -
The History of European Antisemitism: Glossary
THE HISTORY OF EUROPEAN ANTISEMITISM: GLOSSARY Antisemitism Hatred, discrimination, fear, and prejudice against Jews as individuals or as a group. Antisemitism is based on age-old stereotypes and myths that can target Jews as a people, their religious practices, and/or their connection (real or perceived) to the State of Israel. Colloquially referred to as “the longest hatred.” Aryan The term “Aryan” was used originally to identify peoples speaking the languages of Europe and India. 19th century racialist writer Houston Stewart Chamberlain viewed the Teutons or Aryans as the superior European race. The Nazis adopted Chamberlain's ideas and characterized the Aryans as being white, tall, athletic, with blond hair and blue eyes Assimilation Conforming or adjusting to the customs and attitudes of the majority group. Black Death A pandemic of the bubonic plague which killed about a quarter of the population of Europe between 1347 and 1350. Not knowing the medical/scientific causes of the plague, many blamed the Jews, who lived in more isolated communities. Although Pope Clement V issued a papal bull or decree exonerating the Jews, many Jews were burned alive or hanged by enraged mobs. Blood Libel “Blood Libel” refers to a centuries-old false allegation that Jews murder Christians – especially Christian children – to use their blood for ritual purposes, for example, as an ingredient in the baking of Passover matzah (unleavened bread). It is also sometimes called the “ritual murder charge.” Blood Libel dates back to the 12th century in England and has persisted despite having no factual basis and official repudiations by the Catholic Church and many secular authorities. -
Perceptions That Jews Have Too Much Power and Game Theory
Critical Thinking Assignment: Jews perceived to have too much Power & Game Theory The explanation of ideology and extracts on anti-Semitism below, along with the notes for lectures 10 and 11, will help to answer the following question: What is the common ideological impetus behind Jews being blamed for the Black Death (1348-1351), “Harvard’s Jewish problem” (1922), Henry Ford’s critique of Jews in the Dearborn Independent (1920-21), the Protocols of the Learned Elders of Zion, and the Jewish “Doctor’s Plot” of 1953? What were the obstacles to assessing the evidence that would disconfirm the storylines (generally arguing that Jews had too much power) in each of these situations? How does game theory help to explain why Jews were viewed as a threat then and why they are viewed differently today in the U.S. and Europe? What is “ideology?” Although there are several competing definitions, ideologies commonly refer to systems of ideas that legitimate claims to propriety, power, or privilege (Domhoff, 1983; Sartori, 1969). As such, ideologies are indispensable and ubiquitous, underlying and guiding all aspects of human endeavor. They are cognitive maps that simplify “a reality too huge and complicated to be comprehended, evaluated, and dealt with in any purely factual, scientific, or other disinterested way” (Higgs, 1987, pp. 37-38). In bestowing legitimacy to a position or vantage point where there may be conflicting interests, ideologies typically provide justification for “what is good, who gets what, and who rules” (Hinich & Munger, 1994, p. 11). This justification is inevitably imbued with moral and ethical judgments (North, 1981; Lodge, 1976).