[This is Section 16 of Nietzsche and the Nazis.] 16. Eugenics Nazi education and censorship attempted to control people’s minds. The Nazis also controlled the bodies of their citizens as much as possible. Milder controls involved new public-health measures such as an aggressive campaign against smoking: the Nazis banned smoking in certain public places, ran […]
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[This is Section 17 of Nietzsche and the Nazis.] 17. Economic controls Through education and censorship, the Nazis attempted to socialize the German mind. Through public health measures and eugenics, they attempted to socialize the German body. A natural extension of both policies was to socialize German economic production. As would be expected by the
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[This is Section 18 of Nietzsche and the Nazis.] 18. Militarization The most important part of the new Germany was the military. On a historically unprecedented scale, the German economy became a war economy. Conscription had been reintroduced in 1935, and in 1936 Hermann Göring took over as Germany’s economic minister. Under Göring’s direction, Germany
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Intellectual systems and movements are defined philosophically by means of their characteristic claims in the five major branches of philosophy: metaphysics, epistemology, human nature, ethics, and politics. As historical movements, they are defined by the time of their formulation and most vigorous activity. So in the following table I offer a definitions of pre-modernism and
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[This is Appendix 4 of Nietzsche and the Nazis. Sources for the quotations are at the end of this post.] Appendix 4: Quotations on German militarism Immanuel Kant (1724-1804): “War itself, if it is carried on with order and with a sacred respect for the rights of citizens, has something sublime in it, and makes
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[This is Section 8 of Nietzsche and the Nazis.] 8. Economic socialism, not capitalism The second theme of the Program is a stress upon socialism and a strong rejection of capitalism. Numerically, socialism is the most emphasized theme in the Nazi Program, for over half of the Program’s twenty-five points—fourteen out of the twenty-five, to
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The education of children is a highly philosophical enterprise — the project is long-term, of great importance, requires a strategic understanding of human life, and puts our actual values to the test. In my Philosophy of Education course, we spend much of our time finding where the rubber meets the road — that is, connecting
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Fascinating numbers in this Harris poll on 21st-century Americans’ beliefs about ghosts, astrology, witches, and other supernatural phenomena. For example: 73% believe in miracles. 61% believe in a devil. 40% believe in ghosts. 25% believe in astrology. And so on, with interesting breakdowns of the data based on sex, political affiliation, and amount of education.
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