No, Nancy MacLean, Autistic People Do Not Become Libertarians Because They Lack Empathy

I must confess that since reading Nancy MacLean's Democracy in Chains, my opinion of her has only lessened. To move away from her incompetence as a historian or an economist, I would like to discuss her views on autism. As always, whenever suggesting that MacLean might not be completely correct, it is important to confess, right from the start: I am a Koch minion so you should ignore everything that I say. All arguments against her simply prove how deep and nefarious the "not exactly a conspiracy" against her is and how desperate her enemies have become now that she has revealed the truth about them. (Also, as an Asperger, I have no sense of humor and am incapable of sarcasm.)

This is a video of a speech given several days ago by historian MacLean about her book. At about the hour mark, she speculates that James Buchanan and other people who share his libertarian politics (or his desire to take over the world) are autistic as they do not "feel solidarity or empathy with other people." This is a further jump from her attempt, in her book, to make something out of the fact that Tyler Cowen, a libertarian economist, is involved with the autistic advocacy. Now she is going so far as to diagnose Buchanan, a man who never identified himself with the neurodiverse community.

Whether Buchanan really was on the spectrum or not, this is dangerous slander, particularly for the casual way in which she frames it, as if it was a truth that everyone knew that people on the autism spectrum lacked empathy. Such "casual truths," by their nature cannot easily be refuted by simply pointing out the facts because people are not going to think that it is even a matter for debate. You can actually see this in action a few minutes later in the video. A person in the audience runs with MacLean's statement and jokingly starts talking about autistic libertarians trying to take over law schools.   

The principle of rational ignorance teaches us that there is no reason to expect MacLean to educate herself about autistic people or care about what we might find offensive. It is generally not productive to get worked up about someone (even a university professor) being wrong on the internet. My justification for this is twofold. First, her account of Buchanan's life is an exercise in trying to tar someone as a racist on the vaguest kinds of guilt by association. (Contrast her case against Buchanan with the kind of evidence that Prof. Deborah Lipstadt and her team had to produce when sued by David Irving.) It is a losing proposition to simply attempt to defend Buchanan. It is inevitable that at some time, over his career, that he walked within a mile of a Nathan Bedford Forrest statue. It is necessary, therefore, to hold MacLean to her own standards. The fact that she fails, robs her of the authority to prosecute her case and demonstrates that she does not care about tolerance, but merely uses it as moral cover for her progressive agenda. (If Buchanan was guilty of all of MacLean's charges, but was a progressive in his politics and economics, would this book have ever been written?)

Second, there is a wider case to be made against modern liberalism, which gains much of its moral authority from its claim to universal tolerance. This is connected to modern liberalism's claim to knowledge of some objective "public welfare." It is impossible for anyone to be universally tolerant or to grasp the public welfare. Inevitably, much like G. K. Chesterton's insane rationalist, reality is chopped up to fit the limitations of the human mind. Tolerance for certain people must take precedence. In practice, this means that liberals are terrible at considering problems of justice the moment they have to step outside of their narrow index card of privilege scoring. (What do you do when the villains are not white Christian heterosexual men?)

There is an even larger problem in that the liberal's belief in the ultimate value of tolerance makes it difficult for them to ever question their own prejudices. This is similar to how formal religion has a tendency to work against actual spirituality. How can a person whose very notion of self is equated with their relationship with God ever question the genuineness of that relationship? (The dark night of the soul, by its very nature, is something that only God, not the human seeker, can initiate.) Likewise, since the liberal defines himself as tolerant and it is this tolerance that gives him moral authority over all the "less enlightened," any attempt to question that tolerance challenges the liberal's very being. By contrast, both religious people and liberals might agree that it is a virtue to be slow to anger. That being said, acknowledging that one is quick to anger (something I am quite guilty of) is not that serious a problem as it does not challenge anyone's central narrative of themselves nor undermine anyone's moral authority.  

Are libertarians likely to be on the autism spectrum? In my experience, there seems to be some truth to this. If I were in charge of a libertarian organization, I would make a special point in reaching out to autism organizations on the assumption that they contained likely converts and vice versa. (Admittedly, as a libertarian on the autism spectrum I am biased to notice people like me.) This is not because we lack empathy; whatever the very real challenges of being on the autism spectrum, lacking empathy is not one of them. I suspect that autistics come preconditioned to make the kind of Faustian bargain necessary for ideological libertarianism (as opposed to simply being socially liberal and fiscally conservative). Libertarianism offers the prospect of being right and logically consistent, but the price you pay is irrelevancy. Note that I am not claiming that libertarians are right or consistent; on the contrary, to even seriously consider libertarianism you have to be willing to surrender relevancy and you may never turn out to be right or consistent.

I confess that this is a limitation of my own thinking. A politically conservative relative recently compared reading this blog to a Calvin and Hobbes cartoon. You can count on Calvin being logical, but nothing he says has anything to do with planet Earth. I write in order to have my own little universe that is rational and where the things I care about matter. There would be no point in writing if I lived in a world that actually reflected my mode of being. 

In politics, this leads to voting for Gov. Gary Johnson in the last election even though he only got three percent of the vote. (Not that Johnson was some kind of perfect libertarian. Furthermore, voting for him did not make you one and vice versa.) I voted for Johnson precisely because I refused to make the practical consideration of whether Trump or Clinton was worse than the other. I simply voted for him out of a desire to stick to my principles, to live according to a set of values that exist only in my head. I readily grant that, by doing so, I chose to make myself irrelevant. Not that I have any regrets, but I threw my vote away and neither of the two parties has any reason to take me into consideration.

Consider libertarian principles like "taxation is theft" and "the state has no special moral authority." These are great for those on the spectrum as it offers the chance to turn political science into geometry with beliefs that logically follow clear axioms and theorems. Trying to beat neurotypicals' heads with these ideas is unproductive as they do not relate to their lived experiences. We live in a world of states that claim the moral authority to tax and do anything else for the "public welfare." The state is so ubiquitous that it is meaningless to seriously analyze it as an instrument of power. Unless you can produce something tangible with it, neurotypicals are not likely to make the moral jump and reject the state. To mentally live in a world where you have rejected the government from your own head has no meaning for them.

This leads us to a certain irony in MacLean's accusations of a Koch backed libertarian conspiracy. Much as anti-Semites would have never dreamed up the Protocols of the Elders of Zion if they only had spent time with Jews and saw that Jews could not plot through a kiddush, if MacLean understood either libertarians or autistics, she would have realized that we have no master plan and, if we had to come up with one, it would be much better than the one she invented for us. Buchanan, whether or not he was on the spectrum, wrote as an academic for people living a century in the future, not guidebooks on overthrowing the state.

Autistics are often accused of lacking a theory of mind. In essence, this is a more sophisticated version of the lacking empathy libel. It has the advantage of sounding more clinical and offers the fig-leaf of pretending not to be prejudiced. What is funny about MacLean is the extent that she seems to lack any theory of mind regarding her opponents. Conspiracy thinking is fundamentally about lacking theory of mind in the sense that you assume that your opponents claim what they claim, knowing that it is false, for some sinister purpose as opposed to accepting that, whether they are right or wrong, they honestly believe what they say.

History is about getting into the mind of your subject. If MacLean honestly wanted to write a biography about Buchanan, she should have, for the purposes of the book, started with the assumption that public choice economics is correct. Furthermore, that progressivism, the New Deal, and the 1960s marked wrong turns for this country. If you were an academic who believed this, how would you have responded? Now you have a story worth telling regardless of your political affiliation. The fact that MacLean failed to do this does not mean that she is autistic; she simply lacks the moral imagination to be a good historian.

History 112: Final

Here is the final I gave my students. It consisted of two sections, identifies, where they had to give the proper context for a given person or term, and a pair of short essays for them to write. With the exception of a few disasters pretty much everyone did well on this final. The average for this final was about an 84. My philosophy is that I demand more than most from my students, but I am a fairly generous grader.

Identifies – 70 pts (Pick 7)
1. Friedrich Engels
2. John Calvin
3. Thomas Hobbes
4. Spanish Armada
5. Versailles
6. Immanuel Kant
7. Schlieffen Plan
8. Ribbentrop-Molotov Treaty
9. Six Day War
10. Maximilian Robespierre

Bonus: Deborah Lipstadt


Essays – 130 (Pick 2)
1. What is the Whig narrative? Give specific examples from the material we covered in class such as the Reformation, the Scientific Revolution, the Enlightenment and the French Revolution. How would a Whig view these events? Is the Whig narrative particularly useful? What might some alternatives?
2. What are primary and secondary sources? How does each of these things contribute to an understanding of history? Give specific examples from the reading and your non-fiction book.
3. What were some of the major implications of the Scientific Revolution? Did the Scientific Revolution mean an end to faith? Discuss the religious beliefs of at least three major figures from the Scientific Revolution (e.g. Copernicus, Galileo, Kepler, Bruno, Newton)
4. Describe some of the methods used by the Nazi and Soviet Regimes to promote their views. Can brilliant art be put into the service of totalitarian regimes? What is the moral responsibility of the artist for the uses of their work? Can one separate art from the historical context in which it was created?

The Good Deed That Did Come Back to Me

Often times we do things, whether for good or evil, that move on beyond us. These are usually actions that we do casually without much thought. We will usually never learn the results of these actions. This about something that happened to me today, an incident I did come to find out the surprising results of my actions.

This past quarter I assigned my students Deborah Lipstadt’s History on Trial for the last class to act as a summation of everything that I was trying to teach them. (I also ask them to identify Deborah Lipstadt as bonus question on the final.) I had an old copy of the book, a discarded library copy which I had picked up at a used book store. Since we, as teachers, can ask for free desk copies of any book we assign, I asked for an extra copy of the book with the intention that I would have a copy to lend out to any student that really needed it. As a professor of mine once told us: “I would whether you ate then bought books.” The publishing company was nice enough to send me not one but two brand new copies. With three copies of the book in my possession, I decided, several weeks ago, to leave my old copy at the giveaway table on the ground floor of my building. I did this and soon enough the book disappeared. (I guess I probably should have offered it to one of my students, but this was something that I casually did simply to clear space in my room, without putting any thought to it.)

Today one of the building maintenance workers came over to me. This is man whom I talked to on occasion and was somewhat friendly with. I am not sure if he has Asperger syndrome. He certainly fits the stereotype for it; he is clearly a well read individual doing manual labor for a living. He told me that he just read a book that he found on the table. He assumed, based on the topic of the book, that it must have been something of mine and he wanted to thank me and tell me what an impression that book had made on him. That book, of course, was History on Trial. Considering the shooting at the Holocaust Museum yesterday, I believe that Dr. Lipstadt’s message certainly needs to be heard by as many people as possible.

Syllabus for History 112 Spring 2009

This coming quarter I am going to be doing History 112 again, though this time I am going to be teaching as an SSL. This will be completely my class with a curriculum completely under my discretion. Here is my proposed syllabus. I decided to go with Norman Davies' Europe: a History as my textbook though I have included two chapters from Jacques Barzun's From Dawn to Decadence. I would like to thank Dr. Breyfogle for allowing me to plagiarize off of his syllabus. This is still something I am tinkering around with. Any suggestions would be greatly appreciated.

Ohio State has a system known as Carmen where teachers can photocopy material and place it online where students in the class can read it. This is a great way to get around copyright issues. The university also puts out a publication known as Exploring the European Past (ETEP). It has various modules, collections of primary and secondary source materials on specific topics. Teachers can select modules of interest, which will then be collected into customized booklets for the class. ETEP is expensive, I admit, but it is a great way to introduce students to source material and the scholarly process.


History 112
European History:
The Sixteenth Century to the Present

Spring 2009

Lectures: MW 5:30 – 7:18 Mendenhall Laboratory (ML) 0191


SSL: Benzion N. Chinn
Office hours: M 3-5, and by appointment
Office: 009 Dulles Hall. Phone: 240 994 184
E-mail: chinn.26@osu.edu
Blog: www.izgad.blogspot.com



General Information

Welcome to the wonderful world of Modern European history!

In this course, we will study fundamental events and processes in European politics, war, economics, intellectual thought, culture, and society from the sixteenth century to the present. We will attempt to explain the origins of the contemporary world; the rise of modern secularism in its various manifestations and the rise of the modern liberal state. As we shall see there is more to this story than man all of a sudden becoming rational. We will strive to understand how Europeans lived and gave meaning to their lives in the “early modern” and “modern” eras.

The course is both topically and chronologically organized and emphasizes the common characteristics of European civilization as a whole rather than specific national histories. It traces threads of continuity while also examining the vast changes experienced by European society in these 400 years. In a course that spans several centuries and covers a large geographical area, the majority of peoples and events cannot be studied in detail. We will focus on particular cases that illustrate important patterns of change and conflict that have shaped the European world as we know it now. Hopefully this course will serve as a gateway for further explorations.

Throughout the course, students will learn skills that will be necessary for them both as history students and in most of life’s endeavors: critical and analytical thinking, writing, reading, listening, note taking, working in groups, and public speaking.



Objectives/Learning Outcomes

By completing the requirements for this Historical survey, students will:

1. Acquire a perspective on history and an understanding of the factors that shape human activity. This knowledge will furnish students insights into the origins and nature of contemporary issues and a foundation for future comparative understanding of civilizations.
2. Develop critical thinking through the study of diverse interpretations of historical events.
3. Apply critical thinking through historical analysis of primary and secondary sources.
4. Develop communications skills in exams, papers, discussions.
5. Develop an understanding of the patterns of European history, and how they inform present-day European society, politics, and relations with the rest of the world.


Important Information

Students are very welcome to come and talk with me about any aspect of the course and the wonders of history. My office hours and location are listed above. I can also be reached by e-mail (chinn.26@osu.edu).

In accordance with departmental policy, all students must be officially enrolled in the course by the end of the second full week of the quarter. No requests to add the course will be approved by the department chair after that time. Enrolling officially and on time is solely the responsibility of each student.

Disability Services: Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Ave; Tel: 292-3307, TDD 292-0901; http://www.ods.ohio-state.edu/.

This is a GEC course. This course fulfills the second half of the GEC Category 5. Arts and Humanities A. Historical Survey. It also fulfills the GEC category “International issues western (non-United States) course.”

Attendance
I am not grading for attendance. My philosophy is that the real work of this class goes on outside of my classroom. My lectures serve to help you understand the material you are reading and to equip you with the tools to get the most out of what you read. In theory one should be able to simply do the readings, not come to class, do all the assignments (one would have to come to class for the in class assignments) and do fine. Of course any student who could do that would have no need for my class to begin with. While one does not have to come to class one still has to participate. All students most e-mail me at least one question or serious comment about the reading by noon on class days. I use these questions as the basis for the class. My lectures are, in essence, my response to your questions.

Readings

All books have been put on two-hour reserve at Sullivant library.

All books are available for purchase at SBX and other area bookstores
**[Be sure to bring a copy of the readings to each discussion section as you will refer to the readings regularly during discussion]**
Required Books:
Norman Davies – Europe: a History
Deborah Lipstadt – History on Trial
ETEP Reader (Make sure to get the one assigned to this specific class. It will have my name on it.)

Grades will be computed on the following standard scale:

A: 92.6% and above B+: 87.6% to 89.5% C+: 77.6% to 79.5% D+: 67.6% to 69.5%
A-: 89.6% to 92.5% B: 82.6% to 87.5% C: 72.6% to 77.5% D: 62% to 67.5%
B-: 79.6% to 82.5% C-: 69.6% to 72.5% E: below 62%


Two special comments:
1) Since the University does not record D- grades, a student earning a course average below 62 will receive an E in this course.
2) In order to pass the course, you must pass the Final Exam with at least a 62.

Breakdown of Assignments
Class Participation – 15%
Maps and Quizzes – 15%
Paper #1 - 20%
Paper #2 - 20%
Final – 30%

Map Assignments and Quizzes

The “quizzes” component of your discussion section grade (15% of your total grade) includes two map exercises (one take-home and one in-class) and three in-class quizzes.

· Quizzes: Each quiz will comprise 3-4 short questions based on the materials in the reading assignments and lectures.
Map assignments:
Map assignment #1: European towns and physical geography (take home)
Map assignment #2: Contemporary Europe, political (in-class).
On take-home map assignment, students will be able to use published atlases (the best option) and/or good web maps (I recommend maps from National Geographic, the CIA, and the UN).
In-class map assignment (#2): Students will be required to know the locations of the countries of Europe today. In class, they will be given a map of today’s Europe with the borders marked and asked to fill in the names of the countries from a list provided. (usually approximately 30 countries)
Grading Your Exams and Papers:
I furnish below brief descriptions of how you will earn your essay grades:
· "C” essays will include: an introductory paragraph that contains your thesis; a body of several paragraphs in which you offer evidence from the readings, lectures, and discussions to support your thesis; and a conclusion that reiterates your basic argument. That being said this paper will have serious methodological problems.
· "B” essays will include: all of the above requirements for a “C” essay. It will demonstrate basic competence and understanding of the required assignment.
· "A” essays will include: all of the above requirements for a “B” essay plus more data and some indication of independent or extended thought. To get an “A” you are going to have to impress me by doing something that exceeds my expectations of 112 students.
· As for “D” and “E” essays: usually, these essays do not include a viable thesis and/or they do not include very much information from the course.


Late Paper Assignments and Make-Up Exams

Students must take the final exam at the scheduled times. Students will be allowed to take a make-up exam only for urgent reasons, such as medical or legal emergency. In such instances, students should, if possible, contact the instructor at least one day in advance. The student will be expected to present written proof of the emergency, such as an official statement from the University Medical Center. Without a valid excuse, students may be permitted (at the discretion of the instructor) to take a make-up exam. However, their grade will be reduced by a full letter (e.g., an A will be dropped to a B) for each week that passes after the scheduled exam time.
Extensions for the paper are granted at the discretion of the instructor to those students presenting valid and verifiable excuses (again you will be expected to provide written documentation). Students who are unable to fulfill assignments as scheduled for family, religious, or medical reasons must contact the instructor before the due date of the assignment. Papers that are received late without just cause or without a previously approved excuse will be graded down by a full letter per day late.

The pressures of other course work, employment, and extra-curricular activities do not constitute valid excuses for late assignments. Note due dates on the syllabus and plan ahead. If the instructor is not available to approve excuses, leave a message on his/her e-mail or office voice mail (failing that, you may leave a message for the instructor on his e-mail or voice mail). There is no provision in this course for additional papers for extra credit or to substitute for requirements.


Submission of Assignments
All assignments are mandatory. If you do not submit one assignment, your final grade will be reduced by one full letter grade in addition to giving you zero for that assignment. If you do not submit two or more assignments, you will automatically fail the course.


Grade Reconsideration
A student who wishes reconsideration of his/her grade on an examination or paper should resubmit the assignment in its entirety to the instructor. The exam/paper should be accompanied by a written exposition explaining why the grade is not an accurate appraisal of the work. Appeals must be initiated within ten days after the paper/exams were returned to the class. In reviewing a paper or exam on appeal, the instructor reserves the right to raise, confirm, or lower the grade.


Plagiarism, Cheating, and Academic Misconduct
Plagiarism, cheating, or other academic misconduct will not be tolerated and will be reported to the Committee on Academic Misconduct. It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. Faculty Rules (3335-5-487) require that instructors report all instances of academic misconduct to the committee. Be forewarned that I will pursue cases of academic misconduct to the appropriate University committee. For additional information, see the Code of Student Conduct at http://studentaffairs.osu.edu/resource_csc.asp .
Plagiarism is theft. Please read the attached definition of plagiarism (Appendix B from University Survey: A Guidebook and Readings for New Students), see the websites: http://cstw.osu.edu/ and http://cstw.osu.edu/writing_center/handouts/index.htm. If you do not understand what plagiarism entails as it is described in this excerpt from the student handbook and/or websites, you should see the instructor before beginning any of these assignments.

Paper Assignments:
Over the course of this quarter you will be assigned two papers to write. While you have to do both of these assignments, you can choose the order that you do them in.

Paper Assignment #1: You will write a 3-5 page paper reviewing a work of historical fiction (either from the list below or approved by the teacher). In particular you will analyze the work in question from a historical perspective. How does the author view the period being dealt with? How accurate is the book; what sort of liberties does the author take?
Paper Assignment #2: You will write a 3-5 page paper reviewing a scholarly work of non-fiction (either from the list below or approved by the teacher). What argument does the author make about his subject matter? Is the author’s argument convincing? How does the work contribute to our understanding of the period?
Both of these assignment will require that you formulate a thesis and that you devote body of your essay to defending that thesis.

Works of Historical Fiction
Libba Bray: A Great and Terrible Beauty (Victorianism, Women)
Tracy Chevalier: Girl with a Pearl Earring (Early Modern Society, Women)
Bernard Cornwell: Richard Sharpe series (Napoleonic Wars)
Charles Dickens: Tale of Two Cities (French Revolution)
Umberto Eco: Eternal Flame of Queen Loana (Fascism, Historical Method)
Emile Guillaumin: The Life of a Simple Man (Nineteenth century French peasantry)
Thomas Keneally: Schindler’s List (Holocaust)
Katharine Mcmahon: The Alchemist’s Daughter (Scientific Revolution, Early Enlightenment, Women)
James A. Michener: The Drifters (Cultural Revolution)
Patrick O’Brian: Aubrey/Maturin series (Napoleonic Wars)
Erich Maria Remarque: All Quite on the Western Front (World War I)
Conrad Richter - The Light in the Forest (Enlightenment, Rousseau)
Baroness Emma Orczy: The Scarlet Pimpernel (French Revolution)
Arturo Perez-Reverte: Captain Alatriste series (Early Seventeenth Century Spain)
Elizabeth Peters: Amelia Peabody series (Victorianism, Egypt, Women)
Alexander Solzhenitsyn: August 1914 (World War I)
Art Spiegelman: Maus (Holocaust)
For more suggestions see http://www.historicalnovels.info/index.html

Non-Fiction:
Gene Brucker - Giovanni and Lusanna: Love and Marriage in Renaissance Florence (Renaissance, Women)
B.S Capp - The Fifth Monarchy Men: A Study of Seventeenth-century English Millenarianism (English Civil War, Apocalypticism)
Elisheva Carlebach - Divided Souls (Jews, Early Modern Identity)
Natalie Zemon Davis - The Return of Martin Guerre (Women, Early Modern Society)
Elizabeth Eisenstein - The Printing Revolution in Modern Europe (Renaissance, Scientific Revolution)
Leon Festinger - When Prophecy Fails (Apocalypticism)
Jeffery Friedman - The Poisoned Chalice (Enlightenment)
Christine Garwood - Flat Earth: The History of an Infamous Idea (Victorianism)
Carlo Ginzburg - The Cheese and the Worm (Early Modern Society)
Night Battles (Witch Trials, Early Modern Society)
Ecstasies (Witch Witch Trials)
Matt Goldish - Sabbatean Prophets (Jews, Early Modern Society)
Christopher Hill - Antichrist in Seventeenth-Century England (Apocalypticism, English Civil War)
Susannah Heschel - The Aryan Jesus: Christian Theologians and the Bible in Nazi Germany (Nazism)
Richard Kagan - Lucrecia’s Dreams (Inquisition, Women)
Thomas Laqueur - Making Sex
Solitary Sex[1]
Phyllis Mack - Visionary Women: Ecstatic Prophecy in Seventeenth-Century England (Women, English Civil War)
Richard Popkin - Messianic Revolution: Radical Religious Politics to the End of the Second Millennium (Apocalypticism)
Dava Sobel - Galileo’s Daughter (Scientific Revolution)
Pieter Spierenburg - The Spectacle of Suffering: Executions and the Evolution of Repression: From a Preindustrial Metropolis to the European Experience (Early Modern Society)
Barbara Tuchman - Guns of August (World War I)
D. P. Walker - The Decline of Hell: Seventeenth-Century Discussions of Eternal Torment (Early Modern Religion)
Frances Yates - Giordano Bruno and the Hermetic Tradition (Renaissance, Scientific Revolution)
Perez Zagorin - How the Idea of Religious Toleration Came to the West (Wars of Religion)

Movies: At several points during the quarter I will be showing films related to the material. While I think these films are useful and will be worth your while to watch, I am not about to invest an entire class period in showing them. I will though introduce the film and start it during the last half hour of class. Students are free to stay and watch or leave at their leisure. I have penciled in two tentative films, but I am open to alternatives.
Class Schedule and Assignments

1. March 30. Introduction: The Historical Method
Highly recommended: Herbert Butterfield – The Whig Interpretation of History

2. April 1. Renaissance and Reformation
Davies 469-507.
Luther’s 95 Theses (http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html)
Papal Condemnation of Luther (http://www.papalencyclicals.net/Leo10/l10exdom.htm)

3. April 6. Religion Wars and European Society
Davies 526-39, 563-69.
Carmen: Magdalena and Balthasar, Edmund Williamson
Move: The Return of Martin Guerre

4. April 8. Scientific Revolution
Carmen: Barzun - “the Invisible College”
Video – Galileo’s “Dialogue” (http://library.ohio-state.edu/record=b5743543~S3)[2]
Quiz #1

5. April 13. Rise of Absolutism
Davies 615-28.
Carmen: Barzun – “The Monarch’s Revolution”
James I, Charles I, Thomas Hobbes, Louis XIV

6. April 15. The English Civil War and the Glorious Revolution (Passover No Class. You are still responsible for your reading and for the material I post.)
Davies pg. 545-53, 628-38.
ETEP – The English Revolution
Carmen: John Locke (From the Second Treatise on Government)

7. April 20. Enlightenment I
Davies 577-614.
Carmen: John Locke (Justification for the Glorious Revolution), Voltaire, Rousseau, Wollstonecraft.
Map # 1 Due

8. April 22. Enlightenment II
Candide(http://www.literature.org/authors/voltaire/candide/index.html),
Kant – “What is Enlightenment?” (http://www.english.upenn.edu/~mgamer/Etexts/kant.html)
Quiz #2

9. April 27. French Revolution I
Davies 675-757

10. April 29. French Revolution II
Carmen: French Revolution
ETEP – The Napoleonic Empire in Europe: Liberation or Exploitation?

11. May 4. Industrial Revolution
Carmen: Industrial Revolution I & II.
Paper #1 Due

12. May 6. Marxism
Davies pg. 835-41.
Communist Manifesto (http://www.anu.edu.au/polsci/marx/classics/manifesto.html)

13. May 11. Imperialism and the European City
Davies pg. 848-54.
Carmen: Orwell, Belgian Congo, Vienna and Paris I & II

14. May 13. World War I and its Aftermath.
Davies 875-96, 901-38.
Carmen: Palmer, Kern

15. May 18. The Russian Revolution and Stalinism
Davies pg. 959-65.
Reading: ETEP – The Russian Revolution
Carmen: Behind the Urals

16. May 20. Nazi Germany
Davies pg. 965-98.
Quiz #3

17. May 25. Memorial Day. (No Class)

18. May 27. World War II
Davies pg. 998-1055.
Movie: Downfall

19. June 1. Cold War
Davies pg. 1058-1136.
Map Assignment #2 (In Class)

20. June 3. Cultural Revolutions
Reading: ETEP – The End of Consensus: The Student Revolts of the 1960s.
In class presentations on European countries.

21. Conclusion
Lipstadt - History on Trial
Paper #2 Due

22. June 8. Final Exam

[1] For those who might be put off (or attracted) by Laqueur’s racy titles, these are serious works of scholarship dealing with changes in notions of sexuality during pre modern times. Once you get past the book title one is going hard pressed to find much to titillate or take offense at. One way or another I do strongly recommend them.
[2] This documentary is part of your reading assignment. You are to have watched it before coming to class.

History 112: Maus and the Use of Holocaust Survivor Testimony

I worked for two summers for the MALACH program at the University of Maryland. This program worked on the creation of a computer system to do word searches through audio databases. We are all familiar with programs, such as Google, which can search through text. MALACH was attempting to do something much more difficult; it was trying to get a computer system to accurately translate sound waves into text in order to be searched. As a test subject, the MALACH program was using the Shoah Foundation’s database of Holocaust survivor testimony. This was a computer science project in which we historians were brought in to test the program for accuracy. Over the course of these two summers I gained an intimate acquaintance with Holocaust survivor testimony; its strengths and weaknesses. Once, one of the computer science people asked me if the widespread accessibility to these survivor testimonies would be useful to historians. I answered her no.

The problem with Holocaust survivor testimony, as with any form of personal recollection, is that it offers no context. Mr. Schwartz you tell us that you were shipped by train to Auschwitz. On what day did you arrive? How many people were on the train with you? How do you know that those in the other line were sent to their deaths? How do you know that there were gas chambers or that the smokestacks you saw were from cremated bodies? What can you tell us about the survival rates for camp inmates? It is unlikely that our hypothetical Holocaust survivor would be able to offer satisfactory answers based on his personal experience. Holocaust survivor testimony comes up particularly short when compared with hard documents. I have the German documents to tell me on almost any given day how many trains arrived in Auschwitz and how many people were on board. These documents tell me all I need to know about the operation of the gas chambers and the crematoria. The documents tell me what the survival rates were from camp inmates. As a historian, therefore, I do not need Mr. Schwartz. (What I did not mention in class, for obvious reasons, was that there are also serious accuracy problems with survivor testimonies. It was a running joke for those of us working on the MALACH program that every high ranking German officer in these testimonies was either Heinrich Himmler or Adolf Eichmann and that every doctor was Josef Mangele. It is for this reason, as well as what I said previously, that Deborah Lipstadt made a specific point of not using survivor testimony during her trial with David Irving. Instead she lined up professional historians armed with documents to take the witness stand and call Irving a fraud and a liar.)

Holocaust survivor testimony does serve a useful purpose, though, in that it can put a human face on material. The assigned reading, Maus by Art Spiegelman, is an excellent example of this. Maus is a graphic novel based on the experiances of his father, Vladek Spiegelman, during the war. There is a certain irony in this in that the people in this story are all portrayed as animals along racial lines. The Jews are mice, the Germans are cats, the Poles pigs and the French frogs. This is Art Spiegelman turning Nazi ideology on its head by deliberately playing according to its stereotypes. The lines between races is very clear cut in Maus yet the personalities portrayed goes flat against that. There are decent Poles and really rotten Jews, The Jews may be mice but they are most certainly not vermin.

At various points in the novel the characters wear masks. For example Vladek wears a pig mask when walking the streets a Pole. Art portrays himself at one point as a human wearing a mouse mask. The species that we are faced with are revealed to be nothing more than masks. Everyone is human though circumstances have forced them to wear animals masks and assume a given identity.

Sex and the City and Feminist Hypocrisy

As I mentioned in my last post, I, along with a significant proportion of the male population, have never seen the show Sex and the City. I, therefore, have no opinion, good or ill, of the show and, as such, will not be commenting on it. What I do find interesting is the show's status as a major cultural phenomenon. Not to take anything away from what Dr. Lipstadt said about the show's emphasis on friendship, but most of what I have read about the show has dealt with it from the perspective of female empowerment.

Sex and the City (See also here.) starred four beautiful women, dressed in the latest fashions, who, when it came to men, possessed the upper hand and dealt with them on their own terms. Carrie and her friends went out with men, invited men back to their flats, they slept with them as they wished and sent these men off as it suited their fancy. This was seen by feminists as a form of virtue, something to be praised. Even if the world of Sex and the City had little to do with the reality faced by ordinary women, it offered its female viewers a fantasy they could slip into for an hour.

Far be it from me to deny women such a fantasy. The male version of this fantasy, where immaculately dressed men get to sleep with beautiful women, who throw themselves at them, and leave these women as it suits their fancy, is a major pillar of western literature. This theme unites classical heroes, such as Odysseus and Aeneas, with modern action heroes, such as James Bond.

The problem, though, with this male fantasy is that, as modern feminism has taught us, it is sexist. Modern feminism teaches that such depictions of women as objects that can be used and tossed away at will are demeaning to women. It creates a social ideal in which women have no value outside of their bodies. These depictions of women encourage men, even subconsciously to view women as lesser beings. Worse, women themselves come to internalize such depictions of themselves and come to view themselves as lesser beings, without any intrinsic self-worth, fit only to be helpmates of their men. While I may gripe about this and think that the hunt for negative stereotypes throughout literature, at the heart of feminist deconstruction, is a bit of overkill, I am willing to concede that feminists have a valid point. As such I believe that I, as a classical liberal, committed to defending the intrinsic self-worth of all human beings, must do my part to uproot sexism wherever I see it even to search into my own heart and ask some tough questions about the nature of my own biases, even unconscious ones.

I would not object if women had embraced this show as a satire on male chauvinism, viewing it, in the spirit of Lysistrata, as a reversal of the traditional dynamics of male/female relationships. When I embraced J. S. Mill and the cause of women's equality I did not sign a blank check for anti-male sexism. One feels like the pious individual who followed the advice of his preacher and scaled back on his home improvements only to find his preacher moving into a multi-million dollar home in the suburbs; in other words, betrayed and played for a fool.

If ever men and women in this society are going to achieve a healthy state of affairs in their relationship to each other there is going to need to be an honest discourse about gender. We need to move beyond feminists browbeating men for their sexism and how they must atone for it. If men and women are going to be equal members of society then they have to take equal responsibility for that society and hold themselves to an equal standard. That means that women, as well as men, are going to have to examine their own biases and ask some difficult questions. Feminists are going to need to kneel at the altar of atonement and say: Forgive us Mother for we have sinned.

Deborah Lipstadt on Sex and the City and Friendship

Deborah Lipstadt is a personal hero of mine and a model for the sort of historian I want to be. Her book, History on Trial, chronicling her legal struggle with Holocaust denier David Irving is a must read for anyone who wants to understand what it means to be an objective historian. Recently, on her blog, she took a step away from her usual discussions of Holocaust denial, anti-Zionism and anti-Semitism to comment about the recently released Sex and the City film. She counts herself as one amongst the show’s legions of female fans. In particular she admires the show for the strong friendships it depicts amongst its lead characters. Having never seen the show or the film, I am neither for nor against it; it may be a brilliant show and, even if it is not, Dr. Lipstadt is entitled to her frivolous fun.

What I found disturbing about Dr. Lipstadt’s comments was that she then turned it into a feminist attack on men. According to Dr. Lipstadt: “Most men don't have friends like that. They may have sports or poker buddies but they don't have friends who understand them to the depths of their hearts.” Dr. Lipstadt goes on to attack how the media portrayed Sen. Hillary Clinton in her recent presidential campaign. Dr. Lipstadt remarks:

Just as men don't get the essence of friendship. The men just don't get how mad so many women are about the treatment meted out to Hillary Clinton. The comments about her whining, her shrillness, her pantsuits, her ankles, her voice, her laugh.... None of the things we have heard about male candidates. Does anyone know how Obama, McCain, or any of the other close to a dozen men laugh? What their ankles look like?

I see this as a excellent example of how the hypocrisy of modern feminism can poison people, who are, in all other respects, rational individuals. Maybe I missed something, but, from my reading of feminist literature and the tolerance seminar I was forced to take before coming to Ohio State, I was under the impression that it would be sexist, and therefore wrong, of me to say something like: "Women do not get the essence of friendship. All they have are people to shop and gossip with." Why are Dr. Lipstadt’s words not sexist as well?

If anyone is interested in learning more about this strange concept of male friendship, I would suggest that you read C.S Lewis' essay on friendship in his book the Four Loves. While you are on the subject, may I also recommend Cicero's famous work, De Amicitia. Over the past few thousand years of Western Civilization, a fair amount has been written on the topic of close male friendship. As a man I can point to the models of Achilles and Patrolocus from the Iliad, Roland and Oliver of the Song of Roland and Lord of the Rings’ Sam and Frodo as models of male friendship. Dr. Lipstadt holds up Carrie, Samantha, Miranda and Charlotte and seems to think that she has some sort of moral high ground. Something about that strikes me as off.

Just to be clear about this issue; the charge of sexism is not particularly important to me. What I care about are things like tribalism, to use Karl Popper’s term, and, most importantly, hypocrisy. Modern feminism, from what I have seen, seems to think that their standards only apply to men; there is no sense of self reflection. This is not very different from religious fundamentalists, who see themselves as the paragons of moral virtue sent to set the rest of the sinful society straight. At the very least our modern day Christian fundamentalists have the tradition of Paul, Augustine, Luther and Calvin to remind them of the utter sinfulness of all mankind, women as well, to keep them in line.

To turn the tables on Dr. Lipstadt, I would see her post is a good example of how many feminists seem to fail to understand what bothers so many men about Hillary and her campaign. As a man living in the early 21st century, I accept that sexism is wrong and that I need to think in larger terms than my male brotherhood. Not that men are perfect in this regard but at least they have a concept of not being sexist toward women.

John McCain and Barack Obama are not running as men. Hillary ran as a woman. Why should any man have trusted Hillary to think in larger terms than her female sisterhood? As long as women are not trained like men to avoid sexism and think outside of the tribalism of their female sisterhood than it is going to be very difficult to for women to be elected to public office.