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There's no reason to react only cynically, mumbling that sensationalism and extreme violence sell books, and so what. Yet one distinction traditional to many philosophers, and still fundamental in common-sense culture, rarely gets central discussion in the avalanche of material about Hitler: reason versus emotion. And how do we, or should we, react to him long after his suicide perhaps cost the world the most provocative of "Hitler books"—his postwar memoir? Three new books provide an opportunity for mulling over those questions without zeroing in on them directly.
Sherratt wrote Hitler's Philosophers because German academe keeps even today the "terrible secret" of "how philosophy was implicated in genocide." Philosophy being "iconic to German culture," she explains, the terrible behavior of many German philosophers made Nazism more possible. Still, helpfully and in the spirit of Remy, she notes how Nazi philosophers who flourished under National Socialism, such as Hans Heyse, Eugene Fehrle, and Carl Schmitt, all got away with murder in their postwar careers.
That Hitler managed to get slews of "rational" means-ends thinkers beneath him to act on his extraordinary orders is why Rees finds Hitler's charisma so central to grasping him.
Rees accepts Max Weber's authoritative criteria of charismatic leadership: It contains a strong missionary element, requires a persona emphasizing "heroism" and a track record of some success, projects a sense of legitimacy rooted in personal strength, displays an intuitive grasp of mass psychology, knows how to enlist that psychology in one's favor, and maintains a prophet's goals of redemption, salvation, and personal destiny.
For Rees, Hitler's charismatic persuasiveness also turned distinctively on the nature of his audience. Rees attributes Hitler's "entire charismatic leadership" to "his rhetorical skill." Thinking classically about rhetoric, reason, and emotion, one might see Hitler as drawing more on Isocrates' emphasis that one persuades particular people at a particular time and place than on Aristotle's suggestion that certain techniques work universally. Yet Hitler, in some respects, fits uneasily with the picture of a philosophical reasoner using calculated techniques. Rees notes, however, that the "overconfidence" implicit in such behavior was widely "perceived as a mark of genius" and persuaded millions—in part because Hitler made "in an extreme form" arguments already in the minds of his German listeners. German listeners, according to Rees, thought of Hitler as someone who spoke with "conviction" and an "absolute certainty" that they liked.
Together, Sherratt and Rees help us understand that where we place Hitler on the spectrum of reason and emotion depends on our criteria for the two concepts—their logical connection, our sense of how they're linked biologically, our judgment on what evidence counts for which.
Otto Dov Kulka's book inadvertently makes one feel the force of suppressed emotion that can discombobulate an author. A historian of the Holocaust, Kulka writes that he has never seen Shoah and has "refrained from reading anything literary or artistic that describes or tries to describe Auschwitz." He says he has never wanted to mix his "scientific historical research" with his autobiographical thoughts. In the fragmentary excerpts from his tape-recorded diary, including recurrent dreams—in one, Dr.
For it is in the clash between Kulka the historian and Kulka the somewhat perplexed survivor that one feels the force of emotional rather than rational reaction to the Holocaust. Finally, his long, desultory sentences keep the reader from reacting emotionally, even to as sad a topic as his mother's death after fleeing a camp.
Carlin Romano, critic at large for The Chronicle, is a professor of philosophy and humanities at Ursinus College and author of America the Philosophical (Alfred A. The Chronicle welcomes constructive discussion, and our moderators highlight contributions that are thoughtful and relevant.
As I was finishing up Samuel Delany’s Times Square Red, Times Square Blue (1999) last night, I came across this gem of a quote on p.
This entry was posted in academic publishing, colleagueship, conferences, graduate students, Samuel Delaney, social networking. Comments Policy: There will be no purely personal attacks, no using the comments section to tease someone else relentlessly, and no derailing the comments thread into personal hobbyhorses. Contributors to this collection, edited by Claire Potter and Renee Romano, consider the wide range of challenges the practice of contemporary history poses. The Chronicle Blog Network, a digital salon sponsored by The Chronicle of Higher Education, features leading bloggers from all corners of academe. Understandably, professors on the tenure track are quite concerned about finding journals to publish in.
With the help of researcher Gina Medranda, I have assembled a list of peer-reviewed journals in this exploding field.
Since the field of online teaching and learning is so broad, it may be useful to focus your efforts on a specific area like online assessment or student success online. For research to have a wider impact, it may be useful to propose a collaboration between institutions, disciplines, or organizations.
The elegance and simplicity of a good research question carries tremendous momentum toward the eventual publication of an article. Research Credit:  Gina Medranda, CCNY Student Technologist, Center for Excellence in Teaching and Learning.
Graphic Credit: Fulya Olgac, CCNY Student Technologist, Center for Excellence in Teaching and Learning. This entry was posted in Instructional Technology, Online Best Practices, Online Learning Policies, Procedures, Systems, Online Trends, Paradigm Shift.


This site is part of the CUNY Academic Commons, an academic social network for the entire 24-campus CUNY system. Unless otherwise stated, all content on the CUNY Academic Commons is licensed under a Creative Commons license. In the summer of 2013, I was coordinating a class meant to prime incoming graduate students on what it takes to succeed in graduate school. I thought that it would be fun to test whether following this type of advice increases readership (citations). We collected about 1M abstracts from 8 disciplines, and we tested the impact of following the usual advice on citations, once accounted for obvious factors such as age of the article, journal where it was published, etc. Kingsway Regional Superintendent James Lavender and Gloucester County College President Fred Keating signed an agreement Wednesday that will create a science, technology, engineering and math partnership between the two institutions.
From local news to politics to entertainment and sports, the twice daily Right Now eNewsletter has all of the New Jersey news you need! Type his name into Amazon, and while he doesn't trigger the English-language numbers of Jesus (186,740) or Lincoln (70,710), he registers a solid 18,597—a stunning figure for someone who died less than 70 years ago.
In light of Hitler's heinous impact on the world as paradigm of evil, despoiler of countries, mass murderer of Jews, non-Jews, the disabled, fellow Nazis, and pretty much anyone else who got in his way, the attention to every angle of his life makes sense.
Did he make reasoned decisions on the whole, even philosophical ones, however morally abhorrent they were? Hitler's Philosophers (Yale University Press, May), by Cambridge-trained historian Yvonne Sherratt, examines Hitler's enthusiasm for philosophy, the thinkers in the field who prefigured and fueled his ideological leanings, as well as (awkwardly, given her title) some prominent figures who opposed him. In light of the work of Victor Farias, Hugo Ott, and Emmanuel Faye, the putative greatest of 20th-century German philosophers, Martin Heidegger, stands exposed and delegitimized as a committed Nazi—only dead-enders who ride his coattails in academe still worship his work. And must his crimes trigger not just cold assessment and condemnation but also ferocious anger?
Remy diligently outlined such duplicity in German academe as the postwar revision of scholarly works written during the Third Reich to eliminate unacceptable passages. Hitler made a famous visit to Elisabeth Nietzsche to honor her brother, apparently making off with Friedrich's last walking stick as a souvenir. To view Hitler as a nonrational thinker obsessed by primal hatreds ignores German philosophical work that, picking up steam in the late 19th century, presented repeated rationales for why the state enjoyed supreme (Hegelian) priority over individuals, and why alleged foreigners like Jews needed to be removed from it.
To succumb to Hitler's charisma, Rees argues, it helped immensely to be hungry or humiliated by the First World War and Versailles, to be unemployed or feel betrayed by democracy, to be eager to put the blame on someone else.
And it was not only such figures as Albert Speer and Riefenstahl who recognized Hitler's charisma—even George Orwell, a dedicated anti-Nazi, conceded in his review of Mein Kampf that there was "something deeply appealing" to people in Hitler's underdog manner. Here those personal thoughts come accompanied by a single example of that research: an appendix, "Ghetto in an Annihilation Camp," one of Kulka's scholarly articles.
Mengele has become a postwar tour guide at Auschwitz—we see how emotion too long suppressed can devolve into incoherence.
The appendix is clear, exact, and detailed in its explanation of how the "family" camp in Auschwitz served as a Potemkin village for the Nazis—once the purpose was served, almost all inhabitants were executed.
He admits that his recollections often leave out "the violence, the cruelty, the torture, the individualized killings." But he does not apologize.
I told him I felt ashamed of my own undemonstrative behavior after watching him get so worked up at the camp, and how I'd first pegged him as tough-looking, scary, and unfeeling. These essays address sources like television and video games, the ethics of writing about living subjects, questions of privacy and copyright law, and the possibilities that new technologies offer for writing history. With the right approach to a journal, many would offer a realistic opportunity to get published in this field. Increasingly, grantors require collaborative efforts to receive funding,  The downside of this approach is obvious–there will be multiple contributors and therefore you may receive little credit for your efforts.
A good idea needn’t be expensive to research and write up, nor be exorbitantly time-consuming or esoteric. In another study, researchers had online instructors keep a journal of their thoughts, insights, and impressions of teaching online courses over a three year period.
Undoubtedly, these and other factors will all contribute to improve your chances of seeing your paper in a respected journal. After a few months, I pitched this idea to my friend James Evans, and we decided to try it out with the help of Cody Weinberger, an undergraduate student in my laboratory.
To our surprise, we found that following some of the most common suggestions leads to a significant decrease in citations! Similarly, superb scholarly studies like The Heidelberg Myth: The Nazification and Denazification of a German University, by Steven P. Hitler understood, says Rees, that it's smart to present oneself as "infallible." Hitler may also have thought it effective to appear volatile.
Rees also outlines how Hitler himself could be a crafty means-end reasoner administratively.


In contrast, Kulka's personal reflections ramble abstractly in artless, multiclaused sentences that typically end up repetitive and opaque.
Doing Recent History offers guidance and insight to any researcher considering tackling the not-so-distant past.
Given that online teaching and learning has been a dominant trend in higher education for over a decade, it is not surprising that a plethora of peer-reviewed journals have been created to document, research, and evaluate this mode of teaching.
Part of this research would be contacting editors of these publications, going to major conferences (listed here), and speaking with a variety of people in the field. Another reason to focus your research is to be in a better position to select the most promising journals from the list of 20+ publications  listed above (not an exhaustive list). Just as important, contact with the editor may start a rapport that can assist you in developing the article to be published, potentially with more articles to follow.
Good ideas are the genesis of good papers and, personally, I wouldn’t proceed without it. They discovered, in the vast majority of cases, no such provisions were in a college’s planning, and certainly not part of their website. The arena of online teaching and learning, I believe, are ripe for discovering your next idea in print.
Online Journal of Distance Learning Administration, Volume IV, Number I, Spring 2011, University of West Georgia, Distance Education Center.
Exploring Online Teaching: A Three-Year Composite Journal of Concerns and Strategies from Online Instructors, Online Journal of Distance Learning Administrators, Vol.
You have heard the usual advice: keep it short and simple, avoid jargon, write it for a general reader, etc. Amusingly, while describing the advantages of this approach, Boyle already states some guidelines on how the essays should be written: we’ve been told how should we write our science for at least 350 years! Holocaust Memorial Museum recently showed in its startling report that the Nazis ran 42,500 camps in Europe rather than the previously estimated 7,000 or so, believing that we already know everything we need to know about the Holocaust is profoundly premature. Must his immense moral crimes trigger not just somber condemnation in us but also ferocious anger, bristling moral fervor, barely stoppable tears? Otto Dov Kulka's Landscapes of the Metropolis of Death (Harvard University Press, March) presents the most intractable document of these three—a noted Israeli historian of the Holocaust, committed in his career to sober, scholarly work about it, shares his memories and dreams of the time he spent in Auschwitz at the ages of 10 and 11.
Remy (Harvard), documented with extraordinary care the shame of German humanistic academe and professors during National Socialism.
Rees writes that Hitler rooted his hatreds in "an emotionality that was given such free rein as to appear out of control.
He chose not to stoke fights with German church leaders despite his mocking of Christianity privately, or with fired military commanders, letting many move back to comfortable private lives. He does not, like Primo Levi, bring a scientist's precision to the organization of his thoughts. I can never forget the brutal-looking man who, as it happened, was on my only tour of Auschwitz. If you are able to whittle down this list to a few promising journals, your next steps will be more achievable. If, however, the editor explicitly discourages such contact, it would be wise to honor that request. At the conclusion of the article, recommendations were made to address this oversight (my blog post on their paper). Looking on are Kingsway science teacher Wendy Young, Board Vice President Kathy DiGiovacchino and Kingsway High School Principal Craig Stephenson.
Instead, he intones the mantra that Auschwitz was "the Metropolis of Death," that a principle of "no one gets out of here" ruled.
If one emotional survivor's response to the Holocaust is fury, another may be a somber inability to describe. Then, students must take two years of advanced study aligned with GCC’s STEM Division. The college credits can apply to many GCC programs and are transferable to many colleges and universities. Lavender said, last week, Kingsway held its freshman orientation with eighth grade parents and introduced the STEM concept.




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