“An idea is always a generalization, and generalization is a property of thinking. To generalize means to think.”
— Georg Wilhelm Friedrich Hegel
(Source: Ludvig von Mises Institute Canada)
Georg Wilhelm Friedrich Hegel's Biography
Georg Wilhelm Friedrich Hegel, (born Aug. 27, 1770, Stuttgart, Württemberg [Germany]—died Nov. 14, 1831, Berlin), German philosopher who developed a dialectical scheme that emphasized the progress of history and of ideas from thesis to antithesis and thence to a synthesis.
Hegel was the last of the great philosophical system builders of modern times. His work, following upon that of Immanuel Kant, Johann Gottlieb Fichte, and Friedrich Schelling, thus marks the pinnacle of classical German philosophy. As an absolute idealist inspired by Christian insights and grounded in his mastery of a fantastic fund of concrete knowledge, Hegel found a place for everything—logical, natural, human, and divine—in a dialectical scheme that repeatedly swung from thesis to antithesis and back again to a higher and richer synthesis. His influence has been as fertile in the reactions that he precipitated—in Søren Kierkegaard, the Danish existentialist; in the Marxists, who turned to social action; in the logical positivists; and in G.E. Moore and Bertrand Russell, both pioneering figures in British analytic philosophy—as in his positive impact.
(Source: Encyclopedia Britannica)
In a trip to Bard College's Hannah Arendt Library back in February, we came across this collection of the works of Friedrich Wilhelm Joseph Schelling. Schelling was a German philosopher who helped cultivate German idealism, a philosophical movement closely linked to Romanticism and to ideas inspired by the Enlightenment. Though his works have generally been neglected in the English world, which has as much to do with Schelling's method of analysis and changing ideas as it does with philosophy readers' preference for the ideas of Georg Wilhelm Friedrich Hegel, Schelling's friend and later rival, many philosophers in modern times, including Martin Heidegger, have expressed a renewed interest in Schelling's work.
"We all have an enormous responsibility to bring to the attention of others information they do not have, which has the potential of causing them to rethink long-held ideas.”
-- Howard Zinn, American historian, author, and activist, "Changing Minds, One at a Time,” Mar. 2005 (1922-2010)
(Featured Image: Howard Zinn; Source: PEN New England)
"[T]hese are exercises in political thought as it arises out of the actuality of political incidents (though such incidents are mentioned only occasionally), and my assumption is that thought itself arises out of incidents of living experience and must remain bound to them as the only guidepost by which to take its bearings."
-- Hannah Arendt, “Preface,” in Between Past and Future
One of the enduring sources of inspiration in Hannah Arendt's political thought is her exceptional capability of tying together reflections on concrete worldly events with in-depth philosophical, historical, and cultural insights. Her thinking never prioritizes abstract theorizations and never uses the incidents of the political world only as “examples.” Instead, for her the activity of thinking is about making sense of the events of the time. Whenever Arendt – against her habit – assumes a self-reflective position with regards to her own way of doing political theory, her emphasis is on the experiential nature of thought. In The Origins of Totalitarianism, she insists on facing the “impact of reality and the shock of experience” in all their force without succumbing to either reckless pessimism or optimism. The call to “think what we are doing,” as she puts it in The Human Condition, is indeed the primus motor underlying all her works.
Today is Hannah Arendt's 108th birthday! It is a day when we at the Hannah Arendt Center are especially thankful for the ideas and writings of this brilliant woman, for her courage to think. We encourage everyone to observe this special day in one form or another. Our recommendation: there is nothing better than curling up with a copy of The Human Condition and a nice cup of tea at the end of the day.
Happy Birthday, Hannah Arendt!
Hannah Arendt considered calling her magnum opus Amor Mundi: Love of the World. Instead, she settled upon The Human Condition. What is most difficult, Arendt writes, is to love the world as it is, with all the evil and suffering in it. And yet she came to do just that. Loving the world means neither uncritical acceptance nor contemptuous rejection. Above all it means the unwavering facing up to and comprehension of that which is.
Every Sunday, The Hannah Arendt Center Amor Mundi Weekly Newsletter will offer our favorite essays and blog posts from around the web. These essays will help you comprehend the world. And learn to love it.
Jonathan Schell has died. I first read "The Fate of the Earth" as a college freshman in Introduction to Political Theory and it was and is one of those books that forever impacts the young mind. Jim Sleeper, writing in the Yale Daily News, gets to the heart of Schell’s power: “From his work as a correspondent for The New Yorker in the Vietnam War through his rigorous manifesto for nuclear disarmament in "The Fate of the Earth", his magisterial re-thinking of state power and people’s power in “The Unconquerable World: Power, Nonviolence, and the Will of the People,” and his wry, rigorous assessments of politics for The Nation, Jonathan showed how varied peoples’ democratic aspirations might lead them to address shared global challenges.” The Obituary in the New York Times adds: “With “The Fate of the Earth” Mr. Schell was widely credited with helping rally ordinary citizens around the world to the cause of nuclear disarmament. The book, based on his extensive interviews with members of the scientific community, outlines the likely aftermath of a nuclear war and deconstructs the United States’ long-held rationale for nuclear buildup as a deterrent. “Usually, people wait for things to occur before trying to describe them,” Mr. Schell wrote in the book’s opening section. “But since we cannot afford under any circumstances to let a holocaust occur, we are forced in this one case to become the historians of the future — to chronicle and commit to memory an event that we have never experienced and must never experience.””
In an interview, Simon Schama, author of the forthcoming book and public television miniseries "The Story of the Jews," uses early Jewish settlement in America as a way into why he thinks that Jews have often been cast as outsiders: "You know, Jews come to Newport, they come to New Amsterdam, where they run into Dutch anti-Semites immediately. One of them, at least — Peter Stuyvesant, the governor. But they also come to Newport in the middle of the 17th century. And Newport is significant in Rhode Island because Providence colony is founded by Roger Williams. And Roger Williams is a kind of fierce Christian of the kind of radical — in 17th-century terms — left. But his view is that there is no church that is not corrupt and imperfect. Therefore, no good Christian is ever entitled to form a government [or] entitled to bar anybody else’s worship. That includes American Indians, and it certainly includes the Jews. And there’s an incredible spark of fire of toleration that begins in New England. And Roger Williams is himself a refugee from persecution, from Puritan Massachusetts. But the crucial big point to make is that Jews have had a hard time when nations and nation-states have founded themselves on myths about soil, blood and tribe."
Noam Scheiber describes the “wakeful nightmare for the lower-middle-aged” that has taken over the world of technology. The desire for the new, new thing has led to disdain for age; “famed V.C. Vinod Khosla told a conference that “people over forty-five basically die in terms of new ideas.” The value of experience and the wisdom of age or even of middle are scorned when everyone walks around with encyclopedias and instruction manuals in our pockets. The result: “Silicon Valley has become one of the most ageist places in America. Tech luminaries who otherwise pride themselves on their dedication to meritocracy don’t think twice about deriding the not-actually-old. “Young people are just smarter,” Facebook CEO Mark Zuckerberg told an audience at Stanford back in 2007. As I write, the website of ServiceNow, a large Santa Clara–based I.T. services company, features the following advisory in large letters atop its “careers” page: “We Want People Who Have Their Best Work Ahead of Them, Not Behind Them.””
Kenan Malik wonders how non-believers can appreciate sacred art. Perhaps, he says, the godless can understand it as "an exploration of what it means to be human; what it is to be human not in the here and now, not in our immediacy, nor merely in our physicality, but in a more transcendental sense. It is a sense that is often difficult to capture in a purely propositional form, but one that we seek to grasp through art or music or poetry. Transcendence does not, however, necessarily have to be understood in a religious fashion, solely in relation to some concept of the divine. It is rather a recognition that our humanness is invested not simply in our existence as individuals or as physical beings but also in our collective existence as social beings and in our ability, as social beings, to rise above our individual physical selves and to see ourselves as part of a larger project, to project onto the world, and onto human life, a meaning or purpose that exists only because we as human beings create it."
The Niemen Journalism lab has the straight scoop about the algorithm, written by Ken Scwhenke, that wrote the first story about last week's West Coast earthquake. Although computer programs like Schwenke's may be able to take over journalism's function as a source of initial news (that is, a notice that something is happening,) it seems unlikely that they will be able to take over one of its more sophisticated functions, which is to help people situate themselves in the world rather than merely know what's going on in it.
In an interview, Kate Beaton, the cartoonist responsible for the history and literature web comic Hark A Vagrant!, talks about how her comics, perhaps best described as academic parody, can be useful for teachers and students: "Oh yes, all the time! That’s the best! It’s so flattering—but I get it, the comics are a good icebreaker. If you are laughing at something, you already like it, and want to know more. If they’re laughing, they’re learning, who doesn’t want to be in on the joke? You can’t take my comics at face value, but you can ask, ‘What’s going on here? What’s this all about?’ Then your teacher gets down to brass tacks."
From the Hannah Arendt Center Blog
This week on the blog, our Quote of the Week comes from Arendt Center Research Associate, Thomas Wild, who looks at the close friendship between Hannah Arendt and Alfred Kazin who bonded over literature, writers, and the power of the written word.
Stanley Kaufmann has a over-the-top critique of “Hannah Arendt” in The New Republic. As with most such reviews, it is driven more by personal animus towards Arendt than by any consideration of the film. Here is one representative graph:
Today at least we can see that there is small point in separating emotions from facts, as Arendt did. The immense horror of the Holocaust washed away any philosophical distinctions. Any sparing of Eichmann would have left millions of people feeling guilty of not fulfilling their duty. (An incidental bother: Before the war Arendt had been the student and lover of Martin Heidegger, who became a Nazi, and Arendt returned to him briefly after the war. This was presumably more a matter of Venus than politics; still it bothered many.) But Arendt’s strict adherence to her views resulted in her discharge from her teaching position, and the picture closes with her defiant parting address to her class.
First, Arendt did not return to her love affair with Heidegger after the war. Why imply she did?
Second, Arendt was not dismissed from a teaching position.
Mr. Kaufmann seems to have slept periodically through the movie and mixed up fantasy and reality in his fertile imagination. These are of course small points, but they are indications of just how deeply some people feel the need to discredit Arendt with personal attacks instead of addressing her ideas.
In honor of Christopher Hitchens' birthday (4/13), this week's thinking quote comes
from God is Not Great.
"We may differ on many things, but what we respect is free inquiry,
openmindedness, and the pursuit of ideas for their own sake."
For too long now high school has been a waste of time for too many people. I always remind my students that Georg Friedrich Hegel developed his lectures on the Philosophy of Right as a course for a German Gymnasium, the equivalent of high school in the United States. Most American high schools have long abandoned the idea of offering challenging courses that demand students think and engage with the world and the history of ideas. Our brightest students are too often bored, confirmed in their intelligence, but rarely pushed. This is especially true of our public high schools in our poorest neighborhoods.
One of the most heartening trends in response to this tragedy is the idea of early college. Bard College has been a leader in the early college movement, now embraced by the Bill and Melinda Gates Foundation, and others.
The New York Times has an excellent article on Bard’s newest Early College in Newark:
Across the country in communities like Newark, the early college high school model is being lauded as a way to provide low-income students with a road map to and through college. According to the most recent figures from the National Center for Education Statistics, 68 percent of all high school graduates make it to a two- or four-year institution, but only 52 percent of low-income students do the same. Of poor students in four-year institutions, only 47 percent graduate within six years, compared with 58 percent of the general population.
Not surprisingly, the challenges are greatest for students whose parents did not attend any college: their graduation rate hovers around 40 percent. Early college high schools seek to rectify that, by merging high school and some college. Students can earn both a high school diploma and an associate degree, and some are set on the path to a four-year degree.
Educators and big-ticket donors have praised the schools for saving students money and time — most schools compress the academic experience into four years. Since 2002, the Bill and Melinda Gates Foundation has provided more than $40 million toward initiatives. The Ford Foundation and the Carnegie Corporation of New York have also chipped in. President Obama is a proponent, giving a shout-out in his State of the Union address to P-Tech, a public-private partnership that pairs the New York City public school system and the City University of New York with I.B.M., which promises graduates a shot at a well-paying job.
There are now more than 400 early college high schools across the country — North Carolina has 76 of them — educating an estimated 100,000 students.
Bard, a liberal arts college in Annandale-on-Hudson, N.Y., is at the vanguard of the movement, with a president, Leon Botstein, who has long chastised the American high school system for its inefficiencies. More than 30 years ago, Bard took over Simon’s Rock, a private college for 11th graders and up in Great Barrington, Mass. In 2001, it opened an early college high school in Lower Manhattan, enormously popular with hyper-motivated New Yorkers, and in 2008 it started one in Queens that has become a magnet for the high-achieving offspring of Chinese, Polish and Bengali immigrants. Until now, Bard’s model has largely focused on elite students.
In Newark, Bard moved into a school building across from a tire shop and a bail bond business. Hanging outside is a cheerful red banner with the Bard name etched in white, as if to signal that new life is being breathed into the neighborhood.