Imagine You Are a Nazi
Werner Feig was a gifted teacher at my high school from whom I learned European History and Constitutional Law. Along with his colleague—the astounding and inspirational Eric Rothschild—Mr. Feig made sure that me and my fellow students loved history, not simply that we knew it. He also made us uncomfortable.
Feig lived history—fleeing Germany as a boy and growing up in the Hongkew Jewish ghetto of Shanghai, China. He later made his way to the U.S. where he earned Masters degrees in both education and political science, before settling down to teach high school social studies. He was a passionate teacher, and is rightly memorialized by his former student Aaron Sorkin, who has one "West Wing" character cite Feig as his inspiration for going into public service.
But Feig had an unusual way about teaching us to think and question authority. In my Constitutional Law class, he used to call me “Little Hitler.” Sometimes, along with other Jewish students, I was called versions of Berko-kyke. A Chinese colleague of mine was referred to as "no tick-ee no washee.” When another Asian student went to the chalkboard, we could hear our esteemed teacher mutter: "I need some Coolie labor now." A Jewish friend was “Shlomo.” And my sister, two years behind me, was “Little Hitler’s sister.” There were worse names as well.
Hearing these epithets at the time was bracing. But it was also provocative—in the best sense. Mr. Feig got us thinking. He was teaching us Constitutional Law and Free Speech, and forcing us above all to think about the power of words as well as the right, his right, to use them. It was a powerful lesson, one that has never left me. I can safely say that Mr. Feig’s classroom was one of the most intellectually infectious I have ever experienced. He is, for me, one of that select group of teachers on whom I model my own teaching. Teaching, he showed me, should be free to provoke in the name of thinking. Indeed, it must.
I’ve been thinking about Werner Feig a lot this past week, ever since I came across a NY Times article about a high school teacher in Albany who has been suspended for asking his students to write an essay arguing that Jews are evil. The assignment was thought to be so awful a breach of teaching judgment that the school district refuses to release the name of the teacher. Here is the Times' account:
The students were instructed to imagine that their teacher was a Nazi and to construct an argument that Jews were “the source of our problems” using historical propaganda and, of course, a traditional high school essay structure.
“Your essay must be five paragraphs long, with an introduction, three body paragraphs containing your strongest arguments, and a conclusion,” the assignment read. “You do not have a choice in your position: you must argue that Jews are evil, and use solid rationale from government propaganda to convince me of your loyalty to the Third Reich!”
The reaction to the assignment has been—with very few exceptions—highly negative. Marguerite Vanden Wyngaard, the superintendent of schools in Albany, fully repudiated the teacher: “Obviously, we have a severe lack of judgment and a horrible level of insensitivity. That’s not the assignment that any school district, and certainly not mine, is going to tolerate.” Jewish organizations swung into action, joining the superintendent at a press conference. The Anti-Defamation League will run sensitivity training workshops.
New York City Councilman David Greenfield went further and insisted the teacher be fired. In a statement, Greenfield writes: "The teacher responsible for coming up with and assigning students with this task must be held accountable for attempting to indoctrinate children with anti-Semitic beliefs. Quite obviously, this teacher lacks the judgment and common sense necessary to have a position of such great responsibility and is clearly not fit to return to the classroom."
The press too has jumped on this story, making it a national news item, covered on all the networks and in papers around the country. Writing on Jezebel, David Barry made a feint in the direction of understanding the value of such an assignment, but then about-faced and concluded:
However, nothing ever good comes from pretending that you’re a Nazi, and there is literally an infinite number of FAR BETTER persuasive writing prompts, such as, “Convince me that you, a human high school student, are actually a glass of apple cider,” or “Convince me that you’re an acorn that is running for the mayor of Oakton on an anti-squirrel platform. Make me believe that you despise squirrels.” The Nazi prompt isn’t just bigoted writing assignment — it’s also a cheap trick, a way to stir up the volatile psyches of high school students in an effort to engage them in a task that they hate, namely, writing essays.
Reading about this assignment and the heated reaction it elicited, my first reaction was to think back to Mr. Feig. Would his style of teaching simply be impossible today? Do we really live in a world in which a teacher is unable to ask students to put themselves in the shoes of evil people? Are we so far down the road of thou-shalt-not-offend that we simply cannot tolerate the exercise and effort to think from the perspective of those with whom we disagree or even those whose opinions we view as intolerable?
The outrage in Albany also brought to my mind the recent debate over gun control. For many on the left, the Newtown tragedy was an unanswerable wakeup call for gun control. I get that. As I wrote shortly after Newtown, the fact that one person without any assistance could do so much damage with automatic weapons is good reason to regulate automatic weapons. We will never stop killing. And we will never stop killing with guns. But when one crazy person can kill dozens or potentially hundreds with high-powered guns, we should work to keep such guns out of the hands of unstable people.
At the same time, I understand and respect the strong attachment that many people have to guns. Some love to hunt. Others see guns as a symbol of their freedom. In a world where people feel powerless and vulnerable, owning a weapon offers a feeling of power (real or fictional). I respect that need. It is part of the beauty of America that we imbue in people the desire to feel powerful. That is the genius of democracy: that every individual matters. At a time when most people feel alienated from our broken democracy, guns can become a crutch. I may wish people found other symbols of their power, but I do get why owning a gun is meaningful. There are times when I want one myself.
What the gun control fiasco in Congress illustrates is how neither side made any effort to really understand the other. Actually, it is worse than that. Partisans of gun control are vitriolic in their baiting of those who will argue against gun control. Gun advocates are at times even worse, as the crosshairs scandal around the shooting of Congresswoman Gabrielle Giffords made clear. The ill will and disgust that proponents of both positions have for the other was palpable in every editorial and every argument. In short, for advocates and opponents of gun control, the other side was so stupid and wrong and evil as to be simply incomprehensible.
Which brings me back to the unnamed teacher in Albany who has been disciplined and shamed and abandoned for asking high school students to put themselves in the place of an official during the Nazi government. Such an official might well be asked to write such a memo. The students in the school had been studying Nazi propaganda in school. They were about to read Elie Wiesel’s memoir Night. Doesn’t it make sense in this context to push students to understand how it might be that Nazi’s did what they did?
For Hannah Arendt, political thinking demands the practice of enlarged thinking, of thinking from the position of those who are absent. She writes: “Political thought is representative. I form an opinion by considering a given issue from different viewpoints, by making present to my mind the standpoint of those who are absent; that is, I represent them.” She does not mean that in political thinking we think what others think, but that the first requirement of political life—a life alongside others with whom one often disagrees—is to seek to think from their point of view. To have a chance of convincing someone they are wrong, you must first understand that person’s argument in its strongest and most compelling sense. Only then, also, can you respond to those with whom you disagree as human beings.
When I teach The Origins of Totalitarianism, I emphasize Arendt’s insistence that we must not simply condemn antisemitism (we must do that too) but ask as well what are the logical and rational reasons why modern antisemitism could lead to the holocaust? It is not an accident, nor is it irrational, she argues, but has something to do with the way that Jewish separateness and distinction exists in a problematic way in the modern world that demands equal treatment. Such questions are uncomfortable and she does not ask them to excuse antisemitism, but to understand its modern power. Students regularly come to see the benefit of such queries, made even more difficult when I extend the discussion to ask after the rationales for the continued relevance of racism, sexism, and homophobia. Luckily for me, my students understand the value of this exercise and don’t condemn me as a racist or antisemite.
It is easy to say that Nazis are not human beings and that the effort to understand them is, itself, immoral. That is the argument the Albany superintendent made. It is the same argument that leads many to say that racists are inhuman and that all bigots are sub-human. But to comprehend is not the same as to agree. Rather, as Arendt writes in the preface to The Origins of Totalitarianism, comprehension is the prerequisite for resistance.
Of the many responses I found to the suspension of the Albany school teacher, only one defended him. Writing on the CNN Belief Blog, Stephen Prothero of Boston University told of his experience teaching Nazi theology who taught that Jews were evil and were responsible for killing Christ, amongst other antisemitic slanders. He writes:
First, I wanted my students to realize that smart Christians with doctoral degrees supported the Holocaust. Second, I wanted them to grapple with the implications of this fact on their own religious commitments. Do Christians today have any responsibility to know this history and to try to make sure it doesn’t happen again? If so, how can they exercise that responsibility without coming to understand the contours of Nazi thought?
Prothero reminds me of the importance of teachers like Werner Feig. He offers a thoughtful and compelling argument for why we need to challenge our young people with precisely the kinds of assignments that have been rejected in Albany. The scandal in Albany may prove that such teaching is simply no longer be possible today. If that is true, it is for the worse. To help see why, I commend to you Stephen Prothero’s defense of teaching Nazi theology. It is your weekend read.
-RB
Fact Checking the Fact Checkers
The Convention season has unleashed an avalanche of half-truths and untruths. Some see this as politics as usual. Others claim we are living in a post-truth world. Stephen Colbert has long understood that our present condition has transformed truth into truthiness.
One response to our new practice of political lying is the rise of the fact finder. In general, I am all in favor of fact finders. When they labor in obscurity at, say, The New Yorker—or as I once did long ago at the Washingtonian Magazine—fact finders are supposed to check the facts referenced in an article and make sure that those factual nuggets are accurate: Does Mr. Green really live on 22 Wiley Street? Did he purchase a yellow car last year for $37,000? Is his house really worth $21 million? When I did this at the age of, I think, 18 before the Internet became what it is today, I spent my summer running over to the public records office and looking through the real-estate transactions of the rich and famous. We would not want to insult someone by saying he had paid less for his house than he really did.
Today, there is another kind of fact finding of increasing prominence: political fact checking. It is a different beast entirely. The most well-established of these is Politifact, which has the “Truth-o-Meter” that rates the truth or falsity of public claims on a spectrum that ranges from “True” to “Pants on Fire.” Other sites deliver similarly clever reports on the statements uttered by politicians during the course of the campaign. Part marketing and part well-intentioned policing of a discourse divorced from reality, these fact checkers are trying to bring sense and seriousness to political debate. What they are actually doing is making the problem worse.
The reason for this is that what is being checked today are less facts and more opinions. Take for example the recent anger over Mitt Romney’s advertisement and the continuing Republican claims that the Obama administration is trying to gut the 1996 Welfare Reform Law. Politifact and CNN and many other fact-check organizations labeled the ad a lie. Here is what Politifact said about it:
Romney’s ad says, "Under Obama’s plan (for welfare), you wouldn’t have to work and wouldn’t have to train for a job. They just send you your welfare check."
That's a drastic distortion of the planned changes to Temporary Assistance to Needy Families. By granting waivers to states, the Obama administration is seeking to make welfare-to-work efforts more successful, not end them. What’s more, the waivers would apply to individually evaluated pilot programs -- HHS is not proposing a blanket, national change to welfare law.
The ad tries to connect the dots to reach this zinger: "They just send you your welfare check." The HHS memo in no way advocates that practice. In fact, it says the new policy is "designed to improve employment outcomes for needy families."
The ad’s claim is not accurate, and it inflames old resentments about able-bodied adults sitting around collecting public assistance. Pants on Fire!
On the other hand, here’s what The Daily Caller’s Mickey Kraus had to say after he fact checked a CNN fact check that had come to the same conclusion about Romney’s welfare ad as Politifact had:
The oft-cited CNN-”fact check” of Romney’s welfare ad makes a big deal of HHS secretary Sebelius’ pledge that she will only grant waivers to states that “commit that their proposals will move at least 20% more people from welfare to work.” CNN swallows this 20% Rule whole in the course of declaring Romney’s objection “wrong”:
The waivers gave “those states some flexibility in how they manage their welfare roles as long as it produced 20% increases in the number of people getting work.” Why, it looks as if Obama wants to make the work provisions tougher! Fact-check.org cites the same 20% rule.
I was initially skeptical of Sebelius’ 20% pledge, since a) it measures the 20% against “the state’s past performance,” not what the state’s performance would be if it actually tried to comply with the welfare law’s requirements as written, and b) Sebelius pulled it out of thin air only after it became clear that the new waiver rule could be a political problem for the president. She could just as easily drop it in the future; and c) Sebelius made it clear the states don’t have to actually achieve the 20% goal–only “demonstrate clear progress toward” it.
But Robert Rector, a welfare reform zealot who nevertheless does know what he’s talking about, has now published a longer analysis of the 20% rule. Turns out it’s not as big a scam as I’d thought it was. It’s a much bigger scam. For one thing, anything states do to increase the number of people on welfare will automatically increase the “exit” rate–what the 20% rule measures–since the more people going on welfare, the more people leave welfare for jobs in the natural course of things, without the state’s welfare bureaucrats doing anything at all. Raise caseloads by 20% and Sebelius’ standard will probably be met. (Maybe raise caseloads 30% just to be sure.) So what looks like a tough get-to-work incentive is actually a paleoliberal “first-get-on-welfare” incentive. But the point of welfare reform isn’t to get more people onto welfare .
How is it that Kraus and Politifact could have fact checked the same statement (with Kraus even claiming that he was fact checking the fact check) and yet have come to different conclusions? Why is that all the fact checking that is going on today is not leading to a more truthful debate? Why is it that Republican campaign operatives say they will not be governed by fact checkers? Shouldn't fact checkers be helping to keep political discourse grounded in truth? Actually, not.
The basic confusion here is that between a fact and an opinion. As Hannah Arendt argues in her prescient essay “Truth and Politics,” facts and opinions play very different and equally important roles in politics. Facts are essential insofar as they provide the ground and the sky on which and under which we live. It is crucial to have and accept common facts, for without agreed upon facts we cannot share a world with others. If I know that the President was born in Hawaii and you know he was born in Kenya (or doubt at least he was born in Hawaii) then we simply don't trust each other. We can't talk to one another. We don't share the same world. And we cannot politically live together in good faith as we try to actualize the common good.
Because facts of these kinds are so important, the rise to mainstream prominence of conspiracy theories that question the President's citizenship or insist that President Bush and his administration faked 9/11 are deeply destructive of our political world. Such destructive facts are always present in politics, and yet it is also the case that at certain periods they gain more credence and credibility than at other times. Now is clearly one of those times.
There are many reasons for the splitting of the common-sense world, but one at least is the speed and ruthlessness of change in our modern world. As people are dislocated, uprooted, and unsettled, they naturally seek certainty in what is increasingly an uncertain world. Arendt labeled this phenomenon homelessness and rootlessness.
In The Origins of Totalitarianism, Arendt explores how the spiritual and material rootlessness of the 20th century have made people today uniquely susceptible to grand narratives provide clear and simple explanations for complicated and often upsetting events. That Jews were the root of Germany's problems or that collective ownership in the Soviet Union could usher in a utopia were stories contradicted by myriad facts. One core element of totalitarian times is that people prefer the security of a coherent narrative to the uncertainty of reality. People latch on to ideologies because they provide meaning and security. What Arendt saw is that the uncertainties of the modern era have made people so needy for such ideologies that they will sacrifice truth to fiction.
There is no doubt that the Internet eases the dissemination and also the force of conspiracies, as people can click through hundreds of links and never leave what is in essence an echo chamber of ideological purity. When people fall into such rabbit holes, they are enveloped by a world that seems real and is difficult to penetrate from the outside.
For that reason it is important to starkly and loudly confront ideological fictions. President Obama was right to launch his "Fight the Smears" website in 2008 to contest and disprove the smears about his religion and citizenship. Many of the fact-checking sites that now exist emerged out of a similar initiative, and in this sense they are deeply important.
But these sites today have gone beyond their original mission of checking facts. It is a fact that welfare reform was passed. It is a fact that the President's administration offered waivers to states to change how the reforms are implemented. As far as I know it is a fact that Republican governors requested those waivers. Whether these waivers go against the spirit of the reforms and whether they are wise, however, those are matters of opinion. No amount of fact-checking can tell you whether what the President did “guts” welfare reform or strengthens it. These are opinions about which reasonable people can and do differ.
While facts are essential to provide us with a common world that we share and in which we can advocate for our particular opinions, opinions are the life-blood of politics. Politics is the activity of people who, while sharing a factual world, come together to talk and act in public. Since people are different, their opinions will differ and they will seek to persuade each other that one way of handling welfare is better than another. That is the beauty of politics, the incessant talking and debating and compromising and leading through which common decisions are made.
That we today seek to transform opinions into facts is, at least in part, a result of our desire for clear answers. We live in a time when we have little patience for meaningful public engagement. We want government to work, which means we want it to keep the roads safe and the borders sound. We want our water to be clean and our food to be safe. And we want children to be fed and the sick to be healed. We don't much care how this is done so long as we can live comfortably and securely and go on with what is really important, namely our private lives. In essence, what we dream of today is a technocratic government that gives us much and demands from us very little.
If government is to work like a well-oiled machine, we need to input the correct facts. This leads us to insist that there are indeed such correct facts, even when we are confronted over and over again with evidence to the contrary. If there is a totalitarian element of modern politics, it is the technocratic insistence that if we simply all agreed on the facts and analyzed them correctly, our problems would be solved. It is no accident that both Mitt Romney and President Obama are technocratic pragmatists. Romney may have more interest in the power of data, but the President has an equally profound faith in the power of experts. Both appeal to the technocratic demand of an electorate desperate for clarity, certainty, and coherence in at a moment of profound upheaval.
As important as facts are, it is just as important to remain clear about the border between fact and opinion. Instead of gimmicky truth-o-meters, which give the illusion that political questions have easy answers, we need to encourage people with different opinions to discuss them in good faith. But the plague of fact checking what are in fact opinions has the opposite effect, since it proceeds on the assumption that opinions are true or false and that one who differs from you is a liar. The effect of fact checking in 2012 is to further polarize discourse and make political discussion almost impossible.
Instead of naming opinions lies, we are better served by good investigative reporting and opinion journalism that makes sound arguments and clarifies the stakes. A well-reasoned article that seeks to argue pro or contra can offer a depth of opinion and insight that far surpasses the gotcha journalism of fact checking. What is needed is not a demand for simple factual reporting, but a willingness to read and talk with people with whom one disagrees.
The problem today is that when confronted with opinions we don't like, we demand not arguments and other opinions but facts and objectivity. Ironically, it is the very demand for facts and objectivity in politics that leads to ideological organs like Fox News and CNBC. Because people insist on technocratic clarity in the mess that is politics, they now gravitate towards those news organization, blogs, websites, and communities that deliver them coherent narratives.
—RB (with assistance from Josh Kopin)
Leadership or Arrogance?

Have you not watched Newt Gingrich's take down of CNN's John King at the opening of the Republican debate last night? You should.
Gingrich's supremely confident critique of the media's obsession with personal issues certainly put the Republican contest back in play and may have set him on the road to the nomination. It is also fascinating in the widely divergent reactions it has spawned.
The Republicans attending the debate gave Gingrich two standing ovations within three minutes. Most commentators have concluded that Gingrich won the debate in the first five minutes. But reaction on the left has been contemptuous.
Andrew Sullivan has great coverage and collects the responses.
John Marshall marvels at his hubris: "Shameless, hubris, chutzpah, whatever. It was pitch perfect for his intended audience. He took control of the debate and drew down all the tension about when the debate would turn to the open marriage stuff."
Andrew Sprung writes of an "astounding display of the Audacity of Hubris."
PM Carpenter shouts that it was "the most despicable display of grotesque demagoguery I have ever witnessed."
Tim Stanley (hat tip to Andrew Sullivan) has the best characterization of the rhetorical power of Gingrich's answer.
To understand the full power of Gingrich’s answer, you really have to watch him give it. The former Speaker has three standard expressions: charmed bemusement (“Why are you asking me that, you fool?”), indignant (“Why are you asking me that, you swine?”) and supreme confidence (“That’s not the question I would have asked, you moron”). Each comes with its own number of chins. For his stunning “No, but I will”, Newt employed the full dozen. He looked straight down them, with half moon goblin eyes. “I think the destructive, vicious, negative nature of much of the news media makes it harder to govern this country, harder to attract decent people to run for public office. And I am appalled that you would begin a presidential debate on a topic like that.” By the time his chins unfolded, Gingrich was in total command of the debate.
The interesting question is: was Gingrich wrong to react the way he did? Did his angry and forceful response show hubris and contempt? Or is it the confident and powerful response of a true leader?
For years, liberals and conservatives alike have kvetched unceasingly about how the media cares more about scandal than substance.

What was John King thinking starting off the last Republican debate before a crucial primary with a question about marital infidelity from decades ago? One can of course argue that infidelity goes to character, and maybe it could have been asked about in some way. But is it really the most important issue of the debate? There are plenty of questions about Gingrich's character that are more pertinent to his ability to be President. Whether he once asked his wife to allow him to keep a mistress is not what disqualifies him to be President.
The reason Gingrich is still in this contest is because he has a supreme confidence in himself. He believes that he is the only candidate with big ideas, the only one willing to really buck the status quo. He styles himself a leader, and the strengths and weaknesses of his idea of leadership were on display in his answer to John King.

The strengths are clear. He elevated himself far above his questioner. He assumed a leadership position and pushed through without any self-doubt or self-criticism. Imagine someone like President Obama acting with such assurance? It is almost inconceivable. I can't imagine watching Gingrich and not feeling something like: Finally! someone has the courage to say what they believe and tell the media to get over their titillations and focus on the fact that this is the most important Presidential election in a generation.
Gingrich's weaknesses are clear as well. The man is imperious. He lives at times in a fantasy world of his own, one in which he is the philosopher king straining to keep calm and save the rest of us before he explodes at our idiocy. Nothing is more indicative of his hubris is his contempt for the Congressional Budget Office, the non-partisan body that Gingrich regularly assails and wants to abolish. Why that has never been asked about in the debates is a travesty, and in many ways supports Gingrich's tirade. In any case, it speaks much more to the question of character and leadership than his marital problems.
-RB
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