The rise and fall of Hugo Münsterberg

This article addresses the turbulent life of the German-American philosopher and psychologist Hugo Miinsterberg in Germany and his role in founding the psychological laboratories at Freiburg and Harvard. He is best known for his contributions to forensic, industrial, and the “new” experimental psychology. Over a span of twenty years (1897–1916), Miinsterberg rose to become the leading psychologist in the US. When he turned his attention to cultural and political issues, particulary his efforts on behalf of a mutual understanding between Germany and America, he had a serious break with the Harvard administration and later, his colleagues. An advocate for world peace, his final years were marred by World War I which left him embittered and socially isolated. Judged harshly at the time, he is now receiving the recognition that posterity did not tender him.     

思想就意味着超越--恩斯特·布洛赫对马克思主义传统做出的创新

布洛赫是第二次世界大战后德国最具独创性的马克思主义哲学家和对马克思主义传统做出创新的人物.他对唯物主义的理解、他对黑格尔的解释、他的宗教哲学观点,他关于遗产的观点,他的社会主义理论等都是他对马克思主义传统做出的重大创新.     

Reconciliation with Christianity and the West in Said Nursi's Thought and Practice: An Overview1

Said Nursi was a scholar and teacher who made many original contributions to contemporary thought, some of which relate to Christianity and the West. His long life spanned several historical periods, which led inevitably to there being differences in his stance towards the West. This article focuses on the last twenty years of Nursi's life, which included the Second World War and post-war period, during which, within the framework of revealed religion, Nursi advocated reconciliation with the West and cooperation with pious Christians in combating the spiritual and moral depredations of aggressive atheism. He posited that such an approach was foreseen in hadiths about the end of time. A second theme of the article is Nursi's desire to bring together, and present as a new way of teaching the essential qur'anic ‘truths of faith’, various traditional Islamic sciences and modern science. The reconciliation of science and religion, the recombining of these two branches of knowledge, was one of Nursi's lifelong aims, which he intended to achieve with the Risale-i Nur (the body of work that reflects his mature thought), and which in his later years he looked on as a sort of reconciliation with Western civilization in principle. Thus, reconciliation between Muslims and Christians and between Islam and the West, as advanced by Nursi, should be seen in the wider context of his thought generally. Also mentioned is Nursi's concern that ‘awakened humanity’ would find the peace and prosperity it yearned for in Islam, and his hope that the Risale-i Nur, which embodies his thought and methods, would contribute to the achievement of this.     

Jung's evolving views of Nazi Germany: From 1936 to the end of World War II

This article first shows Jung's evolving views of Nazi Germany from 1936 to the beginning of World War II. In a lecture at the Tavistock Clinic, London, in October 1936, he made his strongest and most negative statements to that date about Nazi Germany. While in Berlin in September 1937 for lectures to the Jung Gesellschaft, his observations of Hitler at a military parade led him to conclude that should the catastrophe of war come it would be far more and bloodier than he had previously supposed. After the Sudetenland Crisis in Fall 1938, Jung in interviews made stronger comments on Hitler and Nazi Germany. The article shows how strongly anti‐Nazi Jung's views were in relation to events during World War II such as Nazi Germany's invasion of Poland, the fall of France, the bombings of Britain, the U.S. entry into the War, and Allied troops advancing into Germany. Schoenl and Peck, ‘An Answer to the Question: Was Jung, for a Time, a “Nazi Sympathizer” or Not?’ (2012) demonstrated how his views of Nazi Germany changed from 1933 to March 1936. The present article shows how his views evolved from 1936 to the War's end in 1945.     

Governing the grapevine: the study of rumor during World War II

Throughout the early 1940s, a host of rumors relating to the Second World War began to circulate, leading the government to establish various committees and undertake multiple projects intended to counteract rumors that were believed to threaten civilian morale and compromise national security. Simultaneously, social scientists also began taking measures to study and combat rumor. Such efforts included the institution of several community groups, deemed "rumor clinics," that aimed to decrease the prevalence of wartime rumor by educating the general public. This article outlines the rise and fall of rumor clinics, focusing specifically on the shifting boundaries and the mounting tensions between the United States government and social scientists in the study of rumor during World War II.     

The Religious Meaning of Culture: Paul Tillich and Beyond

Throughout his theological career Paul Tillich (1886–1965) was fundamentally concerned with the question of the religious meaning of culture. The answers that he gave – initially in the revolutionary ferment of 1920s–1930s Germany and then again in the brave new world of post‐World War II America – were profound and far‐reaching in their importance for twentieth‐century theology. This article will explore the development of Tillich's interpretations of the religious meaning of culture and apply his analyses to our contemporary religious and cultural situation by suggesting a trinitarian enlargement of Tillich's concept of theonomous metaphysics towards a multidimensional theology of culture.     

J. Robert Oppenheimer: A Faith Development Portrait

J. Robert Oppenheimer was among the most important and enigmatic figures in 20th century science. He is best known for successfully directing the Manhattan Project that produced the first atomic bombs that were dropped on Japan at the end of World War II. Subsequently, he became a scientist and statesman who advised the United States government in the areas of atomic weapons development and public policy. He later became subject to an investigation in 1954 into his previous political affiliations and his personal behavior that ended in the revoking of his security clearance. This essay seeks to chronicle Oppenheimer’s coming of age as a public intellectual with a view toward his own psychological history and most especially in relationship to the stages of faith development articulated by James Fowler and colleagues. Moreover, though not conventionally religious, Oppenheimer’s life and thought were permeated with themes and ideas of a religious and ethical nature that shaped his adult character and informed his view of the world. This essay was originally presented at The Richardson History of Psychiatry Research Seminar at Weill Cornell Medical College.     

Gnostic Anxieties: Jewish Intellectuals and Weimar Neo‐Marcionism

In the wake of World War I and Imperial Germany’s ignominious defeat, a “neo‐gnostic spirit” swept through the intellectual landscape of the fledgling Weimar Republic, threatening to undermine its commitment to liberal democracy. Jews were particularly alarmed by what they perceived to be the political implications of the burgeoning fascination with Gnosticism.     

Tendentious texts: Holocaust representations and nation-rebuilding in East German,Italian, and West German schoolbooks, 1949–1989*

This article examines how post-fascist perpetrator countries – East Germany, Italy, and West Germany – represented the Second World War and the Holocaust in middle school history textbooks. History textbooks were important actors in the creation of new democratic communities in East Germany, Italy, and West Germany. Through a transnational comparison of one leading textbook published in each country, this paper answers why and how West Germany was eventually more successful than East Germany and Italy in conveying to its youth a more nuanced and self-critical national memory of the Second World War and the Holocaust. Such knowledge is imperative, not just to understand the past, but also to provide a better grasp of how to democratize youth in the future, an important topic, given the spectre of right-wing ethno-nationalism that has seen a revival in recent years.     

“THE MAN WHO COMMITTED A HUNDRED BURGLARIES”: MARK BENNEY'S STRANGE AND EVENTFUL SOCIOLOGICAL CAREER

This article examines the life and career of the sociologist Mark Benney. It describes the processes, not all of them edifying, by which he made the transition from life as a career criminal, via literature, to become a sociologist first at the London School of Economics and then at the University of Chicago. Benney's career is then used to illuminate particular episodes in the history of sociology, including the attempt to introduce into British sociology in the period after the Second World War quantitative survey techniques of the kind that were then becoming more widely used in the United States, and his work with David Riesman on the Interview Project, Riesman's attempt to develop a empirically based sociology of the interview.     

A CONVERSATION WITH COLIN CHERRY

Born in 1914, Colin Cherry received his B.Sc. in engineering with First Class Honors in 1936. During the Second World War, he worked with the British Ministry of Aircraft Production on radar research and flying trials. In 1945 he joined the staff of the Manchester College of Technology for two years before moving to Imperial College of Science and Technology, University of London. He was awarded the D.Sc. in engineering in 1956, and in 1968 received his present appointment as Henry Mark Pease Professor of Telecommunication at Imperial College. Colin Cherry has travelled widely, and lectured in more than 20 countries. He has published more than 100 papers in journals of engineering, psychology, linguistics, and other fields. In addition to his cornerstone work On Human Communication (John Wiley, 1957; MIT Press, 1966), Cherry has published several other books, including World Communication: Threat or Promise (John Wiley, 1971), and is currently at work on a third edition of On Human Communication to be published by MIT Press.     

Producing Parsons' reputation: Early critiques of Talcott Parsons' social theory and the making of a caricature

This article examines the critical responses to Talcott Parsons' first major work, The Structure of Social Action (1937), and his two subsequent books, Toward a General Theory of Action and The Social System (both 1951). Because Parsons' work was the subject of such virulent debate, we cannot fully understand Parsons' impact on the discipline of sociology without understanding the source and nature of those early criticisms. I trace the responses to Parsons, first through book reviews and private letters and then in the more substantial statements of C. Wright Mills, George Homans, and Alvin Gouldner, from the largely positive but superficial reception of Structure to the polemics that followed Parsons' 1951 works. In the late 1930s and 1940s, Parsons' reputation grew steadily but there remained no careful reception of Structure, fostering resentment toward Parsons in some quarters while precluding a sophisticated understanding of his work. After 1951, a few critics capitalized on that tension, writing sweeping rejections of Parsons' work that spoke to a much broader audience of sociologists. That dynamic, coupled with Parsons' own indifference toward his harshest critics, produced a situation in which many sociologists simply chose not to read Parsons in the 1950s and 1960s, reinforcing a caricature and distorting perceptions of Parsons' place in mid‐twentieth‐century American sociology. © 2010 Wiley Periodicals, Inc.     

An Elder Sitting by the Fire: My Path to Jung

The author describes the importance of his mentors, his heritage, and early life in Johannesburg, South Africa and the effect that those formative years in a mining community (fueled by migrant labor) had on his embryonic psyche. Attending an Anglican school, he discovered the power of Christianity as a 10-year-old, holding vigil at night “over the body of Christ.” However, his first objective relationship with the psyche, the unconscious, occurred during the Second World War in the desert of Egypt before embarkation for Italy, with a second event occurring shortly after his return to South Africa, where he had been forced by circumstance to seek employment back on the mines. He explores how, despite the vicious and cruel apartheid policy above ground, all men were genuine brothers at the rock face; how the migrant labor rejoiced on reaching the surface after a shift with ritualistic thanks. He relocated to Natal where his relationship with the natural world developed, leading eventually to the founding of both the Dusi canoe marathon and the Wilderness Leadership School. On being employed by the Natal Parks Board he moved to Zululand, a true wilderness, in the early 1950s, where he was exposed to the rituals and beliefs of local tribes. He was impressed by their reliance on and their respect for the spiritual. A series of what he later understood were synchronistic events led him to both his mentors: a Jungian analyst and eventually to Jung himself.     

Curt Richter: psychobiology and the concept of instinct

Curt Richter is at the origins of psychobiology in the United States. For Richter the concept of instinct was central to his research. While he had diverse interests that traversed a great range of psychobiology, the concept of instinct was fundamental to his research on specific hungers and the regulation of the internal milieu. Debates about the concept of instinct would last the bulk of Richter's experimental career, culminating in an international conference a decade after the Second World War.     

REMEMBERING AND REBUILDING: THE WORLD JEWISH CONGRESS,IN THE SHADOW OF THE HOLOCAUST

In this essay I expand on the role of the World Jewish Congress (WJC) in the 1940s and 1950s. Its mode of operation during the two decades that followed World War II was markedly different from those that characterized other sections of American Jewry. What set the WJC apart from other Jewish organizations was that its leaders sought not merely to institutionalize the relationship between Israel and American Jewry, but involved themselves in the Jewish world as a whole and in Europe in particular, where they vigorously worked to rehabilitate the post-Holocaust Jewish diaspora and to assist those survivors who wished to do so to reintegrate themselves into Europe.     

A tale of four countries: How Bowlby used his trip through Europe to write the WHO report and spread his ideas

Attachment theory, developed by child psychiatrist John Bowlby, is considered a major theory in developmental psychology. Attachment theory can be seen as resulting from Bowlby's personal experiences, his psychoanalytic education, his subsequent study of ethology, and societal developments during the 1930s and 1940s. One of those developments was the outbreak of World War II and its effects on children's psychological wellbeing. In 1950, Bowlby was appointed WHO consultant to study the needs of children who were orphaned or separated from their families for other reasons and needed care in foster homes or institutions. The resulting report is generally considered a landmark publication in psychology, although it subsequently met with methodological criticism. In this paper, by reconstructing Bowlby's visit to several European countries, on the basis of notebooks and letters, the authors shed light on the background of this report and the way Bowlby used or neglected the findings he gathered.     

Can learning about the Holocaust be spiritual? Reflections on a teaching and learning experience with Primary School children.

In April 2017, I spent a week in Poland researching the Holocaust in Europe. Most notably, I visited the Auschwitz and Birkenau concentration camps. Following the visit, I facilitated three History lessons with 10- and 11-year-old children on the role of Auschwitz in the Second World War. As the sessions unfolded, the spiritual themes of meaning, identity and remembering emerged from the children’s responses; therefore, this article forms a reflection on how the lessons impacted the children’s spiritual lives. It also considers how the History curriculum might include a critical dimension to pedagogy. In particular, it explores how issues such as theology, morality and the role of representation open up a space for critical questioning. I suggest that such questioning is also spiritual. Thus, the self-awareness and criticality inspired might contribute to transformation – of both the teachers and learners and the world around them.     

Edmund Husserl in Talcott Parsons: Analytical Realism and Phenomenology

This article aims at clarifying the philosophical (=phenomenological) implication of Talcott Parsons’s analytical realism. Generally, his theory is understood as being confrontational to phenomenology; however, in his first book, The Structure of Social Action, Parsons positively referred to Husserl’s Logical Investigations. They shared a sense of crisis: Husserl thought that there was no certain basis in modern science, and Parsons had the feeling that there was no common theory to establish sociology as a science. Thus, both of them criticized the factual sciences of positivism (positivistic empiricism) and showed a strong orientation to the general theory. For this, they depended on conceptual realism (Platonic realism). According to Husserl, scientific knowledge will be arbitrary if the Ideal is not there as the norm of fact. He believed that in truth all people always see Ideas. Similarly, Parsons thought that in truth all people always act toward the Ideal, because the Ideal element is necessarily found through the logical framework of sociology, i.e., the action frame of reference. Hence, he maintained that the Ideal element that gives a normative orientation to actions is real, though analytical, insofar as the social order is established.     

Anna Freud: The Hampstead War Nurseries and the role of the direct observation of children for psychoanalysis

The psychoanalytic tradition of direct observation of children has a long history, going back to the early 20th century, when psychoanalysis and the emerging field of 'child studies' came into fruitful contact in Freud's Vienna. As a leading figure in the attempted integration of direct observation with the new psychoanalytic knowledge emerging from the consulting room, Anna Freud played a crucial role in the emergence of this field. But her major contribution to the theory and practice of observing children came during the Second World War, when she founded the Hampstead War Nurseries. The author describes in detail this important period of Anna Freud's career, and discusses the impact it had on later work. He explores the theoretical contribution that Anna Freud made in the post-war years to the debate about the place of direct observation in psychoanalysis, and concludes that Anna Freud's 'double approach' (direct observation plus analytic reconstruction) still has a great deal to offer as a method of both psychoanalytic research and education.