Heinrich Von Kleist And Jean Jacques Rousseau Violence Identity Nation Studies In German Literature Linguistics And Culture

By reconsidering Kleist's reception of Rousseau and placing it in historical context, this book sheds new light on a range of political and ethical issues at play in Kleist's work. Heinrich von Kleist is renowned as an author who posed a radical challenge to the orthodoxies of his age. Today, his works are frequently seen to relentlessly deconstruct the paradigms of Idealism and to reflect a Romantic, even postmodern, perspective on the ambiguities of the world. Such a view fails, however, to do full justice to the more complex manner in which Kleist articulates the tensions between the securities of Enlightenment thought and the anxieties of the revolutionary age. Steven Howe offers a new angle on Kleist's dialogue with the Enlightenment by reconsidering his investment in the philosophy of Jean-Jacques Rousseau. Where previous critics have trivialized this as intense but fleeting and born of personal identification, Howe here establishes Rousseau's importance as a lasting source of inspiration for the violent constellations of Kleist's fiction. Taking account of both Rousseau'scritique of modernity and his later propositions for working toward the Enlightenment promise of emancipation, the book locates a mode of discourse which, placed in the historical context of the French Revolution and Napoleonic Wars, sheds new light on the political and ethical issues at play in Kleist's work. Steven Howe is Associate Research Fellow at the University of Exeter, UK. He is co-editor, with Ricarda Schmidt and Seán Allan, of Heinrich von Kleist: Konstruktive und Destruktive Funktionen von Gewalt (forthcoming, 2012).

Barbarism revisited revisits well-known and obscure chapters in the genealogy of barbarism from Greek antiquity to the present. Through contemporary interdisciplinary perspectives, it recasts the conceptual history of barbarism as a task for literary scholars, art historians, and cultural analysts.

Identity, Morality, and Threat offers a critical examination of the social psychological processes that generate outgroup devaluation and ingroup glorification as the source of conflict. Dr. Daniel Rothbart and Dr. Karina Korostelina bring together essays analyzing the causal relationship between escalating violence and opposing images of the Self and Other. The essays confront the practice of demonizing the Other as a justification for violent conflict and the conditions that enable these distorted images to shape future decisions. The authors provide insight into the possibilities for transforming threat-narratives into collaboration-narratives, and for changing past opposition into mutual understanding. Identity, Morality, and Threat is a strong contribution to the study of identity-based conflict and psychological defenses.

New essays exploring the relationship between warfare and Enlightenment thought both historically and in the present. Enlightened War investigates the multiple and complex interactions between warfare and Enlightenment thought. Although the Enlightenment is traditionally identified with the ideals of progress, eternal peace, reason, and self-determination, Enlightenment discourse unfolded during a period of prolonged European warfare from the Seven Years' War to the Napoleonic conquest of Europe. The essays in this volume explore the palpable influence of war on eighteenth-century thought and argue for an ideological affinity among war, Enlightenment thought, and its legacy. The essays are interdisciplinary, engaging with history, art history, philosophy, military theory, gender studies, and literature and with historical events and cultural contexts from the early Enlightenment through German Classicism and Romanticism. The volume enriches our understanding of warfare in the eighteenth century and shows how theories and practices of war impacted concepts of subjectivity, national identity, gender, and art. It also sheds light on the contemporary discussion of the legitimacy of violence by juxtaposing theories of war, concepts of revolution, and human rights discourses. Contributors: Johannes Birgfeld, David Colclasure, Sara Eigen Figal, Ute Frevert, Wolf Kittler, Elisabeth Krimmer, Waltraud Maierhofer, Arndt Niebisch, Felix Saure, Galili Shahar, Patricia Anne Simpson, Inge Stephan. Elisabeth Krimmer is Professor of German at the University of California, Davis, and Patricia Anne Simpson is Associate Professor of German Studies at Montana State University.

This volume examines the ways in which the violent legacies of the twentieth century continue to affect the concept of the nation. Through a study of three societies’ commemoration of notorious episodes of 1930s state violence, the author considers the manner in which attention to the state violence authoritarianism, and exclusions of the last century have resulted in challenges to dominant conceptions of the nation. Based on extensive ethnographic research in El Salvador, Spain, and the Dominican Republic, Remembering Violence focuses on new public sites of memory, such as museum exhibitions, monuments, and commemorations – powerful loci for representing ideas about the nation – and explores the responses of various actors – civil society, government, and diasporic citizens – as well as those of UN and other international agencies invested in new nation-building goals. With attention to the ways in which memory practices explain ongoing national exclusions and contemporary efforts to contest them, this book will appeal to scholars across the social sciences and humanities with interests in public memory and commemoration.

This topical volume seeks to analyze the intimate but under-studied relationship between the construction of national identity in Latin America, and the violent struggle for political power that has defined Latin American history since independence. The result is an original, fascinating contribution to an increasingly important field of study.

In Educations in Ethnic Violence, Matthew Lange explores the effects education has on ethnic violence. Lange contradicts the widely held belief that education promotes peace and tolerance. Rather, Lange finds that education commonly contributes to aggression, especially in environments with ethnic divisions, limited resources and ineffective political institutions. He describes four ways in which organized learning spurs ethnic conflicts. Socialization in school shapes students' identities and the norms governing intercommunal relations. Education can also increase students' frustration and aggression when their expectations are not met. Sometimes, the competitive atmosphere gives students an incentive to participate in violence. Finally, education provides students with superior abilities to mobilize violent ethnic movements. Lange employs a cross-national statistical analysis with case studies of Sri Lanka, Cyprus, the Palestinian territories, India, sub-Saharan Africa, Canada and Germany.

Ethnic Violence and the Societal Security Dilemma explores how the phenomenon of ethnic violence can be understood as a form of security dilemma by shifting the focus of the concept away from its traditional concern with state sovereignty to that of identity instead. The book includes case studies on: * ethnic violence between Serbs and Croats in the Krajina region of Croatia, August 1990 * ethnic violence between Hungarian and Romanians in the Transylvania region of Romania, March 1990.