Showing posts with label Teaching History. Show all posts
Showing posts with label Teaching History. Show all posts

Friday, September 2, 2022

How Democracy dies...

 Signs of the emerging totalitarian state.

1. Fusion of the media and the party elite
2. Takeover of supposedly non-Partisan Institutions
3. De-platforming of alternative views
4. War against critical thought
5. Corruption of the Science
6. Growth of the surveillance state
7. Replacement of the family by the State
8. Narrative set as truth
9. Transformation of the language to suit new goals.
10. Over-zealous use of security as an excuse for state intrusion. Action to avert false flag insurrections.
11. Projection of totalitarian desires onto opponents
12. Deliberate weakening of the education system in the name of nebulous goals of betterment. Ideological manipulation of the curriculum.
13. Emphasis on Equality of Outcome over Opportunity.
14. Disregard for human life.
15. Forced stratification of class
16. Increasing double standards
17. Binary division – With me or against me?
18. Constant culture of pathogenic fear
19. Forced dependence economically on the state
20. Attacks on the independent Judiciary
21. Promotion of cultural apathy.
22. Purging of the military brass.
23. Inverted moralism
24. Interference in the personal banking system.
25. More bread and circuses for the populace.

Sunday, October 31, 2021

What are similiar ideologies to classical liberalism?

 My answer on Quora.

The vision of classical or authentic liberalism (as my friend the very astute, Charles Tips prefers to call it) today is most closely associated with Modern Free Market Libertarianism. Both favor economic entrepreneurship, private ownership of property, an emphasis on the sovereignty of the individual, free speech, freedom of belief, limited government intrusion, meritocracy, the necessary rule of law and skepticism of the elite authority. Positions on social issues and foreign policy will vary.

The Anarcho-capitalist version of Libertarianism (Rothbard and co.) does incorporate many of the talking points of Classic Liberalism but its ideological commitment to an extreme form of limited government (not to mention its strong emphasis on the Non-Aggression Principle) detract somewhat from a fuller overlap.

The US Constitution is an authentic liberal document as most of the Founding Fathers were greatly influenced by the British liberal movement. In the 20th century I would argue that the economist Friederich Hayek was the leading proponent of Classical Liberalism.

"F. A. Hayek and the Rebirth of Classical Liberalism" - Econlib
In the recent revival of public and scholarly interest in the values of limited government and the market order, no one has been more centrally significant than Friedrich A. Hayek. His works have figured as a constant point of reference in the discussions both of the libertarian and conservative theories of the market economy; they …

However in the US like all umbrella descriptors classical liberalism casts a larger net with most of its ideals being incorporated into the framework of Modern Conservatism via the Fusionism model.

Liberty and Virtue: Frank Meyer’s Fusionism (June 2021)
Welcome to our June 2021 edition of Liberty Matters.  This month Stephanie Slade, managing editor at Reason magazine , has written our lead essay on Frank Meyer . Liberty Fund publishes Meyer’s most widely cited book In Defense of Freedom and related essays which also includes a number of Meyer’s more well known essays.  Meyer was one of the founders, along with William F. Buckley, of National Review .  Meyer later was credited with being the founder of the political philosophy of fusionism.  Fusionism was his effort to combine libertarian and conservative principles to maintain markets and more traditional values in society.  Meyer believed that while virtue was critical to the maintenance of a free society, virtue could not be coerced by the state.  This focus on the individual rather than the collective as the source of virtuous action, along with a commitment to free markets and limited government, helped animate conservative political thought under President Reagan and forge an alliance between libertarians and conservatives during the latter part of the Cold War.  Today conservatives are heading in a very different ideological direction, but Slade argues in her provocative essay it is worth returning to Meyer’s thought during this dynamic period in American politics. The Debate Lead Essay Stephanie Slade, " Freedom and Virtue: Masters of Their Own Domains " [Posted June 7, 2021] Responses Jonathan Adler, " Is Fusionism a Zombie Ideology? " [Posted June 10, 2021] Henry Olsen, " Fusionism: Freedom's Handmaid " [Posted June 14, 2021] William Dennis, " Friendly AND Ferocious Fusionism " [Posted June 18, 2021] Stephanie Slade, " Righteous Meddling and Human Excellence " [Posted June 22, 2021] Jonathan Adler, " Conservatives' Burden " [Posted June 25, 2021] Henry Olsen, " Conservatism: A Better Guarantor of Liberty " [Posted June 29, 2021] William Dennis, " Virtuecrats versus Liberty for All " [Posted July 2, 2021] Stephanie Slade, Freedom and Virtue : Masters of Their Own Domains It’s an old productivity maxim that a person who has multiple priorities in fact has no priorities. If priority denotes that item or consideration which exceeds all others in importance, then there can, as the movie trope goes, be only one. This would seem to pose at least a potential problem for “ fusionism ”—the idea, most closely associated with the late National Review literary editor Frank S. Meyer, that the essence of American-style conservatism is a dual mandate to preserve both liberty and virtue. To trade away one for the sake of the other, Meyer thought, would amount to a hollowing out of the American founding and, indeed, a rejection of the ideals of Western civilization itself. But as our friendly neighborhood management consultant might point out, a person can’t have two No. 1 priorities. Undoubtedly, the demands of virtue and the presumption of liberty will at times conflict. In cases when one or the other must take precedence, which should it be? There ar

Fusionism essentially brings together the free market thinking of Classic Liberalism with various elements of Social Conservatism. It has served as the bedrock for the GOP since the Reagan era.

On a philosophical level one can make the case that Fusionism merges the Liberalism of the Scottish Enlightenment (Hume, Smith etc), with the Lockian beliefs that arose during the Age of Reason and the Burkean emphasis on transcendence. It seeks to preserve the working core of the essence of the nation state that has empirical utility with the critical need to guarantee freedom of individual agency.

As expected this merger has some choke points that tends to underpin the internal conflict within the GOP (most evident during primary election season). This is further complicated by the fact that the GOP has a Progressive wing that played an integral role in the party since its founding. Big government initiatives - not strictly the domain of the Democratic Party - initiated by the GOP largely originate with this influential party sector.

In the United States by political necessity most Classical Liberals would probably still align with the GOP or the Libertarian party. Neither of which though is a strictly classical liberal party but the electoral alternatives are even further removed from Classical Liberalism. The Contemporary Democratic Party today is largely a bulwark for various Progressive and Identitarian movements that tend to de-emphasize the role of the individual in favor of directed state and collectivist action. This stands in sharp contrast to the ideals of Classic Liberalism.

Classic Liberalism in Europe falls today under the broad spectrum of Modern European Conservatism and is just called Liberalism. This would have been the case in North America if the term liberal had not been appropriated by Progressives prior to WWII. The ‘classical’ moniker is used to emphasize the distinction. Australia also uses the word Liberal in its original sense.

Monday, July 2, 2018

Saturday, March 24, 2018

The Seven Types of Anti-Semites

I have qualified these seven types in my study of Jewish History. While they may not be independent from one another in the strict sense, they provide a useful methodology for understanding the historical hatred of the Jews.


1. Hatred of the Jews as Christ Killers - A very old form of Anti-Semitism which has existed since the early days of the Christian Church. The Jews were blamed for choosing Jesus Christ to ‘die’ on the cross. The New Testament Gospels emphasize this point in their writings and it has served as dogma for both the Catholic and many non-Catholic churches over the centuries. Argument is illogical though, for if the Jews had not selected Christ to be sacrificed on the cross then he could not have died for the sins of mankind. Where would humanity then be?

2. Hatred of the Jews as Outsiders - The rejection of Jesus as the messiah, Jewish religious belief, Jewish emphasis on marrying fellow Jews, as well as the concept of the Jews as the Chosen People all smack of exclusivity.
Why?, asks the anti-Semite do the Jews think that they are better than us ? Could it be that they eventually want to subjugate us? Hence the blood libels, pogroms and the impetus to scapegoat the Jews as the cause for all that goes wrong in society.

3. The Jew as the Evil Capitalist - The Church authority forced Jews to be money lenders as Christians were prevented from charging interest. As money lending grew into the banking profession, Jews became more influential as players driving the wheels of the largely capitalist based economy. Those individuals jealous of Jewish success as well as the later opponents of capitalism were quick to throw force this charge.

4. The Jew as the Diabolical Communist - Karl Marx’s Jewish ancestry, Jewish influence in the Social Democracy Movements in Europe (Trotsky, Zinoviev, Kamenev, Luxembourg, Martov were all Jews) was enough of a linkage in the minds of many anti-Semites to associate the ‘specter of Communism haunting Europe’ as a Jewish plot for world domination. Idea is non-sensical. Granted at one stage there were many Jews involved in the movements of social-democracy but that is largely as a result of the fact that Communism preached an ‘equality of all’ that other political ideologies appeared to shun. However after the true face of the of the leftist movements were revealed in the Stalinist purges, Jews starting deserting Marxism in droves. It is also important to note

5. Hatred of Jewish thought - Jewish thought has traditionally been more liberal and open to debate than that of Christianity. Jews have been on the fore front of new ideas (Marxism, Relativity, psychoanalysis, and American liberalism) which have shaken the bedrock of traditional views. A phenomenon that breeds fear and consequently anti-Semitism. Also Jewish success in business, the arts and the sciences has in the mind of many anti-Semites created a belief that the Jews are privy to knowledge which they are not willing to share. This of course is ridiculous as are all charges of an international Jewish conspiracy.

6. Anti-Zionist/Anti-Semitism - Not all anti-Zionists are anti-Semites. Agreed. However the line is in many cases very thin. Many Arab countries make little distinction (e.g. the Protocols of the Learned Elders of Zion is required reading in many school programs). Also for those seeking a convenient cover for their anti-Semitic views where better to hide then amongst the so-called ‘progressive’ anti-Zionists.

7. Hatred of Jews for their role in Judeo-Christian philosophy - Western Philosophy and Judeo-Christian philosophy is evil. So this reason goes. Jews are to blame for all of it as the mother religion of the tradition. Therefore Jews are bad. Simplistic but nevertheless the view of those seeking to destroy the foundations of Western civilization. Stream of thought is popular amongst anarchists and some New Age Religious believers. Nazism was such a belief.

Saturday, January 20, 2018

Critical Thinking Maxims

My personal list

1. Be skeptical of everything you read. Always ask yourself the question – Why do I believe this to be true?
2. Consider the source for any data that you use. What assumptions underpin the data collection models? What are the motivations of the group gathering the data in the first place?
3. Correlation does not necessarily imply causation
4. An expert in one field does not make said person an expert in another.
5. Make a concerted effort to distinguish between fact and opinion.
6. Truth is not decided via a popularity vote.
7. An appeal to authority is all too often used as a smokescreen to hide individual shortfalls in understanding.
8. Science is unfortunately not independent of the politics that drives it.
9. Be wary of the Strawman Argument and the use of the Ad Hominem attack.
10. Define your terms before engaging in a debate with another.
11. Most trend relationships in the social sciences are best analyzed using a multi-variable approach
12. Use caution when inferring from the special to the general.
13. Any scientific model is only as good as the validity of the assumptions upon which it is based.
14. Science operates under the drivers of rationalism and empiricism. Problems occur when one of these attributes are missing.
15. Dosage is the key to understanding whether a substance is a toxic. Without dosage information toxicity statements are misleading.
16. There is no such thing as Free Energy.
17. Fact checking organizations should not be taken as gospel.
18. The vast majority of conspiracy related tropes are pure nonsense. Most can be taken apart by a simple application of Ockham’s Razor.
19. Policy that makes one feel good may not be the best plan of action for a specific situation.
20. When analyzing a graph to predict a future trend the errors associated with extrapolation can be extremely large especially if the relationship is non-linear.
21. People are more likely to believe what fits into their established worldview (Confirmation Bias).
22. Read material that forces you to be uncomfortable with your established position.
23. Science is ultimately about the evidence. Any accepted notion is only one fully verified experiment away from being toppled.
24. A gap in knowledge does not imply the presence of a deity in action.
25. Defining a construct and gaining popular support for such a construct does not make a construct valid in and of itself.
26. Not all ideas are equally worthy. Some are a lot better than others.
27. Repeating something over and over again does not make it true.
28. Good people can advocate bad ideas.
29. Science works as in the long run it tends to self-correct. Poor ideas however can persist in the short run based on an appeal to authority.
30. History can repeat itself but it need not.
31. There is no innate direction for both evolution and history.
32. Do not ignore the great thinkers of the past. They may be deceased but their ideas transcend their living essence.
33. Data can always be manicured to make it say what you want it to say.
34. Complexities arising at various levels can hide the factors that exist when analyzing the reduced system.
35. Left and Right political positions are only meaningful if we know and can define the center.

Saturday, September 16, 2017

Personal Reflection II: An important Letter from the Future to the Past

Dear Art School Admissions Committee
I am writing to you from a future that has witnessed the most destructive war in the history of humanity - World War Two (1939-1945). The chief driver in the European Front of this war was an individual who is currently applying to your art school. His name is Adolph Hitler. While I understand that his work may not be up to the high levels that you demand the consequence of you rejecting him will likely set in motion a series of events which will culminate in the death of tens of million people worldwide and an untold magnitude of destruction.
Hitler is a great orator but he is a tormented soul (which will be further embittered by a rejection from your school). He will take his gift of speaking to the beer halls and streets fermenting a hatred that will transform into a powerful movement known as the National Socialist Workers Party (Nazi). In a deteriorating economy the Nazis will gain enough of the popular vote to take power in Germany and then using the mechanism of government will transform the country into a Totalitarian State that will crush dissent, imprison critics, ban unions and implement a policy of racial genocide based on pseudo-scientific and race directed reasoning.
His desire to obtain Lebensraum will force Germany into an unnecessary war that will devastate your country and indirectly lead to the strengthening of another totalitarian system in Europe (Marxist-Leninism) that will further crush individual freedom for years to come.
You have within you the power to stop this train wreck of events by admitting Herr Hitler to your school, allow him to focus his energy on his art, sooth his soul (or at the very least try) and perhaps save Europe and the rest of the world a bloodshed of unparalled intensity.
Please consider his application very carefully in this regard. As proof of my future presence I include an old Iphone, a piece of technology that people in the year 2016 use to communicate with.
Thank You
Yours faithfully
Gavin Kanowitz (one of the lucky ones)

Thursday, September 7, 2017

What is Classic Liberalism?

Classic Liberalism (really just Liberalism…modern liberalism is essentially progressivism) is a political philosophy that emerged during the Age of Reason in 17th century England. At its core it is centered on the notion of liberty.

 The philosophy emphasizes the necessary exchange of ideas, free speech, openness to debates, free markets, private ownership of property and the rule of law. Classic Liberals value a democracy or republic built on a foundation of scientific rationalism, empiricism and healthy skepticism. Individual rights sit at the cornerstone of classic liberalism.

Tuesday, June 21, 2016

The West - Its Significance

Much of the greatest achievements in science, medicine, government, philosophy, economics and human rights over the last millennium are the products of western thought. It is this pursuit that has ensured the transition and movement of our species to the most elevated level of progress in its collective history.

Western Civilization has a history plays out in the context of a survival  against the face of threats both internal and external. Driven by an obsession with progress the West has emerged as an active agent in the dynamic framework of human history and in so doing tells a story replete with characters, institutions, agents and states all acting against the back drop of the broadest of flourishing landscapes.

The story of the West can be divided into twelve attribute factors personified by the specific culture, time period or intellectual facet that so defines it. These are a. The Greeks b. The Romans c. The Judeo-Christian framework d. Invasion/Feudalism e. Renaissance/Reformation f. The Expansion g. Scientific Enlightenment h. Empire i. Industrialization j. Total War k. Transition and l. Fusion

While it is true that the West has built on ideas that may have had their genesis in the monoliths of China, India and the Near East – it is western ingenuity that has provided the wherewithal to advance these initiatives forward and so improve the human condition.

Suffice it to say the West serves as the Guardian of these great ideas whose preservation is essential to the maintenance of global civilization.

Wednesday, August 19, 2015

WWII - A Bringer of Great Change

History has been drastically transformed by both long-term and short-term phenomena. The Renaissance, Reformation, Enlightenment and the Industrial Revolution easily describe the former while the French Revolution, the Great War and WWII fall under the rubric of the latter.
Having been born less than twenty five years after WWII therefore come of age in the milieu of the Cold War (essentially the spawn of WWII) I have somewhat of an emotional attachment to this historical turning point. Both my grandfather and granduncle fought in the war and its events (certainly its impact on World Jewry) continue to influence my personal way of thinking.
What follows is a list that I have compiled of important changes and transformations that were either galvanized or transformed both indirectly or directly by World War Two (not in any order)

1. The Cold War – In a sense this was the leftover fallout of the uneasy alliances that made possible the defeat of the Axis Powers. It was defined by the emergence of an ideological struggle (East v West or Communism v Capitalism).
2. Consolidation of the position of the US as a world power – Before WWII the US was viewed as more of an economic power than a military giant after the war it was clear that the US was both.
3. Decline of Britain as a World Power – Britain was already on the decline following the turmoil of the Great War but World War Two confirmed and augmented this deterioration. What would follow in the years to come was a retreat from Empire (The crown Jewel of India would gain self determination in 1947) and the abdication of Britain as the primary defender of Western Democracy.
4. Weakening of France – The French decline while paralleling that of Britain was in many ways even more severe in that it was motivated by that nation’s inglorious performance in WWII. Humbling defeats in French Indochina were to follow.
5. Growth of Socialism in Western Europe – Socialism would grow unfettered on the free side of the continent with policies of industrial nationalization and extension of big government being adopted to placate a war weary populace. Some have argued that the decline of Western Europe as a key player and a believer in its own sense of exceptionality is a consequence of the socialist mind frame.
6. Germany and Japan were successfully pegged back and weakened so that they could be rebuilt into democratic (and economic) powerhouses in the image of the allies.
7. Extension of the Iron Curtain – Eastern Europe and a vast Soviet Union would for sometime fall under the Totalitarian control of the Marxist-Leninist dogma.
8. Transition of China to Maoism – The Japanese invasion of China debilitated the central nationalist government (who fought bravely against the outsiders) leaving them devoid of the wherewithal to defeat Mao and his Communist insurgents.
9. Independence drive for global colonial regions – The Mother countries lost their will to govern their colonial empires inspiring the success through peaceful and violent means of grassroots liberation movements Within the next thirty to forty years the vast European controlled territories would assume their new status as self governing nation states (Winds of Change).
10. The Birth of the Nuclear Age – The bombs dropped on Hiroshima and Nagasaki signalled this beginning of this Age but the development beforehand (such as the Manhattan Project and the competing Axis initiatives) that had their impetus with the war effort.
11. Improvement in Medicine – Vast strides in medical triage, use of antibiotics and surgical techniques were greatly accelerated by the war.
12. Development of Weapons Technology – As expected this was ubiquitous across all fields from gun manufacturing/munitions, to tank production, to armed vehicle and naval warfare (Sonar, depth charges, sea mines etc.) - In the fields of aviation great strides were made with respect to jet technology, plane manoeuvrability and payload transportation and release.
13. Espionage enhancement – Not only was the effectiveness of cloak and dagger spying, sabotage and other types of covert action improved over the course of the war many of the modern intelligence gathering services were born and grew to maturity in this volatile environment.
14. The End of the Great Depression – There is some debate as to whether World War II actually ended the Great Depression but it certainly impacted the production and employment profiles of the nations involved in a positive sense.
15. The Women’s Movement receives a big boost – With many of the men at war women provided an important role on the production line at the Home Front. The symbol of Rosie the Riveter and the boost that she gave First Wave Feminism in the work environment would forever change the traditional structure of western society.
16. Formation of the United Nations – Although it has not lived up to its original intention and certainly sports a history of both success and failure the genesis of the UN (Dumbarton Oaks Conference – October 1944) has its origins in World War Two.
17. Global Economics – Both the IMF and the World Bank were organizations that were set up to stabilize and mend international economics after the horrors of WWII (and to some extent the Great Depression). They continue to play a key role in global financer today.
18. Space Race – While its history is marred in the Cold War the prototypes of the Rockets developed by both the US and the Soviets trace their background to Germany’s World War II V1 and V2 Programs (Wunderwaffen). These developments also pre-staged the missile delivery era associated with the Nuclear Arms Race.
19. The Holocaust and an enhanced sensitivity towards genocide – While the message has been somewhat mixed and not always consistent our awareness of issues of human rights abuse (so often flatly ignored before WWII – look at the Armenian Genocide of 1915) has been highlighted by the Shoah.
20. Formation of the State of Israel – Its possible that the Jewish state may have come into fruition without the occurrence of WWII (the Balfour Declaration was signed in 1917) but the war and the ramifications of the Holocaust certainly sped up the process.
21. Oil Politics – The inability of the both the Third Reich and Japan to secure stable oil supplies for their respective war machines contributed to the failure of each of these military forces. Consequently oil politics as a driver for both political economy and industrial production would be highlighted by this truism.
22. The Computer Age – The Code breaking machine driven initiatives at Bletchley Park together with the early computer ENIAC saw their light in World War II. Alan Turing and the Bletchley crowd greatly shortened the war and set in motion the embryonic Information Age.

Wednesday, July 15, 2015

What makes Western Civilization successful?

1. Rule of Law
2. Charity
3. High Standards of Education
4. Rationalism
5. Individual Freedoms
6. Private Ownership of Property
7. Checks and Balances
8. Cultural Ethos and Shared History
9. Democracy
10. Flexible Labour Markets
11. Scientific Innovation
12. Medicine

Saturday, September 6, 2014

WWI Thoughts - I

Its been one hundred years since the beginning of the 'War to End All Wars' and the outcome of this great conflict is still very relevant today, While the war ended the Ottoman, Austro-Hungarian, Russian and German Empires it was also responsible for the rise of Fascism, Marxist-Leninism and Islamism. Vladimir Putin is an extension of the KGB apparatus that originated with Lenin's Cheka (during WWI) and ISIS - gains its intellectual capital (if you can call it such a thing) from the Wahhabism that challenged Turkish superiority in the Arabian Peninsula. As well American Intervensionism, which has critics on both the left and the right, can take as its champion Woodrow Wilson, who rejected the isolation of old to thrust America into the global theatre as never before. One would not be mistaken to conclude that the genesis of the US as a superpower has its origin in WWI not necessarily in a military capacity (where it swung the war against the Central Pact in 1918) but in its ability to finance the allied war machine. The American economic power house grew to adulthood in the Great War.

Like a Phoenix Rising this blog is back

I am resurrecting this blog and will be taking it in a new direction. While I will post external source material where relevant...I am planning on using this blog as a conduit for expressing some of my ideas on world history as well. Readers are invited to post comments and debate is encouraged.

Friday, September 5, 2008

Historical Lessons

This article is an 'oldie' but its message is important

Author: Tim Radford

Edward Gibbon opened chapter seven of volume one of the Decline and Fall of the Roman Empire with a set of characteristic sentences about power and stability and hereditary monarchy. In the cool shade of retirement, he mused, one might try to devise an imaginary form of government bestowed on the most worthy by the free and incorrupt suffrage of the whole community: experience, however, teaches otherwise.

"The army is the only order of men sufficiently united to concur in the same sentiments, and powerful enough to impose them on the rest of their fellow-citizens; but the temper of soldiers, habituated at once to violence and to slavery, tenders them very unfit guardians of a legal or even a civil constitution," he wrote.

"Justice, humanity or political wisdom, are qualities they are too little acquainted with in themselves, to appreciate them in others. Valour will acquire their esteem, and liberality will purchase their suffrage; but the first of these merits is often lodged in the most savage breasts; the latter can only exert itself at the expense of the public; and both may be turned against the possessor of the throne, by the ambition of a daring rival."

All this was a preface to the story of Maximin, the giant barbarian who seized the imperial purple from Alexander Severus in AD 235. He might have been talking about Francisco Franco of Falangist Spain, Idi Amin of Uganda, Jean-Bédel Bokassa of the Central African Republic, Leopold Galtieri of Argentina, Augusto Pinochet of Chile, the colonels who seized power in Greece from 1967-1974, or the military junta that terrorises Burma now. There, in a few elegant 18th century sentences about 3rd century Rome, is a brief and brutal lesson in the political history of the 20th century.

All scholarship has its rewards, but history is the one that might deliver the richest rewards of all: if we learn from it, we might gain from it.

Source

Sunday, August 31, 2008

Some useful history sites

BBC History Online - For fans of World and British History (as I am).
HistoryChannel.com - Has a plethora of information and many links.
HistoryCenter.net - I love the international focus on this site.
The History Guy - A site that is very strong in US History.
HistoryWiz - A fun site.
HyperHistory Online - An ongoing project that has the potential to deliver much.
Napoleon.Org - For those that appreciate the Little Corporal.
Nostradamus - For those interested in the prophecies of the Seer.
Spartacus Educational - Great beginner site for World History.
WhoWhatWhen - An excellent Interactive timeline site.

Wednesday, August 6, 2008

Don't worry, kid, you don't need to know that

I am a strong champion of critical thinking but I also believe (how silly of me) that a solid foundation in facts is necessary when teaching students history. Unfortunately not all teachers are in agreement on this issue as the article reprinted from the Review Journal. shows.

"To understand and explain American exceptionalism, like it or not, it may be necessary to at least understand why aeroplanes were not used in the Civil War, why the British couldn't use the train to get back and forth between New York and Philadelphia in 1788, and why the Jackson Democrats kept making such a fuss about the National Bank.

"Nevada's Council to Establish Academic Standards was scheduled to meet July 21 to adopt new public-school history standards. When some attention was drawn to what they're up to, they promptly postponed their meeting for 'lack of a quorum.'

"Behind all the double-talk about replacing fact-driven, chronological history with a more 'thematic approach,' the unmistakable goal is to dumb down our history classes still further. The draft proposal under consideration is 'gobbledy-gook,' says Carson City School Board member (and former history teacher) Joe Enge. The stated goals are 'so broad I could drive a truck through them,' Mr. Enge says.

"Extrapolating 'themes' from history is great. But a young person cannot possibly judge -- let alone generate -- a useful interpretation of any facet of American history if he or she cannot locate the battlefields of Gettysburg, Pearl Harbor, Bunker Hill, Guadalcanal, Normandy, and Yorktown on a globe ... place them in their proper chronological order ... and name a commanding officer from at least three.
"Go ahead, ask them."

Check out the Review Journal for the rest.

Tuesday, July 22, 2008

The History of the Kabbalah


The following is an excerpt of the leader into the Jewish Virtual Library's History of the Kabbalah

Kabbalah is the name applied to the whole range of Jewish mystical activity. While codes of Jewish law focus on what it is God wants from man, kabbalah tries to penetrate deeper, to God's essence itself.
There are elements of kabbalah in the Bible, for example, in the opening chapter of Ezekiel, where the prophet describes his experience of the divine: "... the heavens opened and I saw visions of God.... I looked and lo, a stormy wind came sweeping out of the north-a huge cloud and flashing fire, surrounded by a radiance; and in the center of the fire, a gleam as of amber" (1:1,4). The prophet then describes a divine chariot and the throne of God.
The rabbis of the Talmud regarded the mystical study of God as important yet dangerous. A famous talmudic story tells of four rabbis, Azzai, Ben Zoma, Elisha ben Abuyah, and Akiva who would meet together and engage in mystical studies. Azzai, the Talmud records, "looked and went mad [and] Ben Zoma died." Elisha ben Abuyah became a heretic and left Judaism. Rabbi Akiva alone "entered in peace and left in peace." It was this episode, the later experiences of individuals who became mentally unbalanced while engaging in mystical activities, and the disaster of the false Messiah Shabbetai Zevi that caused seventeenth-century rabbis to legislate that kabbalah should be studied only by married men over forty who were also scholars of Torah and Talmud. The medieval rabbis wanted the study of kabbalah limited to people of mature years and character.
The most famous work of kabbalah, the Zohar, was revealed to the Jewish world in the thirteenth century by Moses De Leon, who claimed that the book contained the mystical writings of the second-century rabbi Simeon bar Yochai. Almost all modern Jewish academic scholars believe that De Leon himself authored the Zohar, although many Orthodox kabbalists continue to accept De Leon's attribution of it to Simeon bar Yochai. Indeed, Orthodox mystics are apt to see Bar Yochai not so much as the Zohar's author as the recorder of mystical traditions dating back to the time of Moses. The intensity with which Orthodox kabbalists hold this conviction was revealed to me once when I was arguing a point of Jewish law with an elderly religious scholar. He referred to a certain matter as being in the Torah, and when I asked him where, he said: "It's in the Zohar. Is that not the same as if it was in the Torah itself?"
The Zohar is written in Aramaic (the language of the Talmud) in the form of a commentary on the five books of the Torah. Whereas most commentaries interpret the Torah as a narrative and legal work, mystics are as likely to interpret it "as a system of symbols which reveal the secret laws of the universe and even the secrets of God" (Deborah Kerdeman and Lawrence Kushner, The Invisible Chariot, p. 90). To cite one example, Leviticus 26 records "a carrot and a stick" that God offers the Jewish people. If they follow his decrees, He will reward them. But if they spurn them, God will "set His face" against the people: "I will discipline you sevenfold for your sins...." and "I will scatter you among the nations" (26:28, 33). At the chapter's conclusion, God says: "Yet, even then, when they are in the land of their enemies, I will not reject them or spurn them so as to destroy them, breaking My covenant with them, for I am the Lord, their God" (26:44).

For more go to http://www.jewishvirtuallibrary.org/jsource/Judaism/kabbalah.html

Source of image (Ten Sefirot) : Ucalgary

Saturday, January 12, 2008

Holocaust Education in Germany

Source: http://www.haaretz.com/hasen/spages/943953.html

German schools are failing in educating students about the Holocaust, a new study by a political education center has found, as German youth, who one historian said use the word "Jew" as a common curse in daily discourse, are increasingly distant from the suffering of the victims of Nazism.

According to a study commissioned by the Federal Agency for Civic Education, a political education center known by its German acronym BPB, history courses no longer manage to teach Germany's younger generation of the horrors of the Nazis.

In the report, which appeared in the German educational magazine Focus-Shula, teachers are quoted as saying that they are having trouble impressing upon school children the horrors of the Holocaust, and have stated that their tools for teaching about the Shoah are not effective. "The entire time we stood before the crematoriums of Auschwitz, the students took more interest in the types of pipes used to pump in the lethal Zyklon B gas, and not the fate of the Nazis victims," a teacher was quoted as saying. In their words, this generation's students are less sensitive to the horrors of the Holocaust than any before.

The research also examines the role that immigrants have played in the changing attitudes towards the Shoah. Experts are quoted in the study as saying that there is a marked rise in the number of Muslims in Germany, many of whom see the teaching of the Holocaust as a veiled endorsement of the policies of the state of Israel. "Out of fear of the students' reactions, many of the teachers avoid teaching this chapter of history in order to not be viewed by some students as supporters of Israel."

"The word 'Jew' has turned into one of the most common curse words among students in both east and west Germany," said Gottfried Cosler, a Frankfurt-based Holocaust scholar.

Robert Sigel, a historian who contributed to the study, is of the opinion that students are taking a great interest in the Holocaust, but that the methods in which the subject is taught today are in need of improvement. "Often time the teachers, especially the more devoted ones, get carried away, and demand way too much of themselves," Sigel told Focus magazine. "They want to teach the facts and at the same time get across a moral message, call for education and tolerance, deal with the extreme right and prevent anti-Semitism. They put all this material into the subject, and it's too much."

Susan Orban, a historian at Yad Vashem, says that the Holocaust should be taught using methods that have proved successful in the past. "Today's kids live in different times than that of Anne Frank," Orban said. In order to bridge the generational gap, she submits a different approach, "for example, asking them to imagine that they have to abruptly leave their homes and start a new life elsewhere." Such a method, according to Orban, would speak more directly to the children's hearts and minds than descriptions of the horrors of the concentration camp.

Sigel expressed similar sentiments, adding that the children of immigrants have shown particular interest to the victims of Nazism given that many of them suffered from racial persecution, religious intolerance, and even genocide in their native lands.

Sunday, January 6, 2008

British Monarchy sites

For generalists like myself who have an interest in the British monarchy - the following are two excellent sites worth looking at for information.

http://www.englishmonarchs.co.uk/plantagenet_2.htm

http://www.royal.gov.uk/output/Page1.asp