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December 5, 2014 by kevinstilley

Discussion Questions: The Unlearned Lessons of the Twentieth Century

Book CoverCHAPTER ONE

Delsol asserts that modern man has given up on hope; “that hope today consists in doing without hope.” Do you agree with her? What evidence would you use to support her assertion or to argue against it?

Delsol describes those living without hope and expectations as a “the society of well-being alone” who are locked into a material world that “makes of us the sad heroes of emptiness.” What alternative does she offer to living in such a state? Do you agree with her diagnosis and prognosis? (page 4)

Delsol describes the “new culture” in which we find ourselves as “late modernity.” Why does she not use the more commonly employed term – “postmodernity”? (page 5)

She cites Plato as stating that “every institution ends up dying through the excess of its own principle.” She explains in following chapters how 19th century ideologies (principles) failed in the 20th century (excess) leading to the current “new culture.” How would her argument related to Francis Schaeffer’s assertion in How Should We Then Live that there is a flow to history? How far do you think we have to go back in time to understand our own identity, values, culture? (page 6)

Consider this question/comment from the text: “But can the principle of personal dignity be maintained and secured without the cultural world that justifies and sustains it? This principle, the fulcrum of human rights thinking , is not an isolated and insular belief, a concept that can simply stay afloat and find sustenance in nothingness.” (page 8) How does this question assertion echo Nietsche’s madman speech in The Gay Science? (see video below)

Do you agree with Delsol when she says, “The dignity of man as a unique being without substitute is a postulate of faith, not of science.” (page 8)  Why, or why not? How might this argument be employed as part of a “taking the roof off” apologetic?

Delsol writes, “The ideas of human dignity depends upon an inherited cultural world. Indeed, it was by destroying this heritage that Nazism and communism pulverized it.”  (page 8)  In what ways did communism and Nazism attempt to destroy an inherited cultural world?  Do you think that this strategy is being employed by some ideologues today? How?  We make a distinction between western civilization and the western heritage and that of the rest of the world.  Does that mean that those who are not part of the Western World do not believe in human dignity?

 

CHAPTER TWO

Delsol writes, “Because dignity is a distinction, the philosophy of human rights rests upon anthropocentrism: no man can have dignity if Man himself is not King of nature.”  (page 12)   Can you give examples of man being treated as one without dignity (poorly, inhumanely) due to the denial that man is distinct from the rest of nature?  How does this relate to historical attempts to deny human status to certain people groups by denying that they have a soul or referring to them as “animals” or “monkeys”?

In the “enlightened” world in which we live, are there remaining attempts to deny human status (personhood) to anyone? How does this discussion relate to the moral philosophy of Peter Singer, Professor of Bioethics at Princeton University? (pages 14, 24)

How does euthanasia, abortion, forced sterilization, infanticide, and eugenics fit into this discussion? (pages 14, 24)

Delsol writes, “Scientific progress was able to sweep away the certainty that the human species is unique because science found itself in charge of establishing certain criteria and definitions after religious messages had lost their legitimacy.  Scientism, not science, disunites humanity, and scientism operates through the despotism of a rationality placed above all else.”  (page 15)  What is the distinction that Delsol is making between science and scientism?  Are Christians anti-science?

Delsol argues that 20th century totalitarianisms were the logical result of the desacralization of humanity; “if humanity is no longer sacred, everything becomes possible, from hatred to mass assassination.” (page 21)  This argument moves beyond that of Dostoevsky in The Brothers Karamozov, “If God does not exist, everything is permitted“; not only is God necessary for morality but the idea that man is special to God – created distinctly in the imago dei.  Do you believe that Delsol’s additional step is required as a basis for morality?

Delsol writes, “And perhaps the biblical tale does indeed represent the only guarantee against the temptation to displace the human species.  It is nothing more than a story one might object.  Yet dignity does not exist without this story, for dignity was discovered or invented along with it, and all our efforts to establish other foundations have turned out to be poor substitutes.”  (page 21)  Sartre posited a morality based not on an antropocentrism of derived dignity as Delsol describes, but on an antropocentrism that results from a “doctrine of action.” Do you think that Existentialism is one of the “poor substitutes” Delsol is referencing?  What about Kant’s categorical imperative?  To what other substitutes might she be referring?

She continues, “The creation story which bestows meaning, guarantees human dignity better than any form of reason ever could. For the problem is not to ensure that human dignity exists: this is the only certitude that we have. We do not need to prove it since we hold it to be above any proof.”  (pages 21-22) Do you think that most people believe as Delsol does that the dignity of man is axiomatic (self-evident, unquestionable)?  Do you think that the moral argument for the existence of God is persuasive? For whom in the “new culture” would it not be persuasive?  (Further reading:  The Abolition of Man, by C.S. Lewis)

 

CHAPTER THREE

Delsol writes, “An offense against the good is always accompanied by a rejection of the true, and since Plato, philosophy has known that justice and truth walk hand in hand.”  How might today’s moral relativity be considered the result of failed (or rejected) epistemologies?  (page 27)

How might the following comment of Delsol be applied to the study of late modern history? — “It is not enough to have lived through experiences to enter into the future.  They must also become the objects of our consideration.  They need to be observed, translated, pondered, brought forward with us, so that the future can become more than just the passage of time.”  (page 28)

Do you agree with Delsol that the failed totalitarianisms of the twentieth century were attempted utopias built upon the myths of self-creation, self-foundation, and self-sufficiency of mankind?

CHAPTER FOUR

Delsol writes, “Egalitarian utopia undoubtedly represents the most ancient social dream, having been longed for for centuries.”  (page 35)  What examples might she give to support this claim?

Delsol repeatedly speaks of “the events of 1989”.  (pages 36, 48)  To what is she referring?

Delsol talks of belief (ideological commitments) becoming an identity that cannot be renounced “without committing a kind of symbolic suicide.” (page 36)  What are the consequences of this for those who are committed to failed 19th century mythologies of utopia or progressivism?

What does Delsol mean by “the logic of resentment”? (page 37)  How serious an issue do you think this is in terms of American public policy?

Delsol describes the hypocrisy that occurs when someone refuses “to suffer the catastrophic consequences of his ideology, but he is too proud to publicly abandon it.  He leads an upper middle-class life, but relentlessly disparages the middle class; he runs things as though he were a free-market advocate, but jeers at free market ideas;  he enrolls his own children in demanding, even austere schools, while preaching indulgence for delinquency in schools attended by the children of others.  In other words, he continues to propagate the utopia he no longer lives by and attacks the moralism of those who simply put into words what he himself is doing.” (page 37)  Can you think of examples of this in public life?  Delsol goes on to claim that such a person salvages their honor at the expense of “a diminished life for everyone else.”  Do you think the general public is aware of this hypocrisy and its results?  If so, why does it allow it to continue?

Delsol claims that derision and sarcasm are extremely effective cultural change agents employed by those embracing failed utopian ideologies and those committed to progressivism. (pages 38-40)  Do you agree?

CHAPTER FIVE

Delsol writes, “The ideology of progress equates happiness with ‘maturity’, or replaces happiness with ‘maturity’ as a criterion of the good. Maturity means a distancing from childhood. The more society differentiates itself from the past, the better it will be.” (page 50) How does her comment relate to what C.S. Lewis says about “chronological snobbery”?

What do you think that Predrag Matvegevic means when writing, “The dissident is a hostage of truth.” (page 50)

Delsol writes, “The heaven’s were closed by magistrate’s order.”  What does she mean? (page 51)

 

CHAPTER SIXTEEN

“Due to lack of interest, tomorrow has been cancelled.” If asked what this means, you would probably respond that it is a reference to modern apathy.  Why is apathy prevalent in the “new culture”?

 

MORE QUESTIONS FOR CONSIDERATION

In what ways might the radical behaviorism of B.F. Skinner be considered a continuation of failed 19th century utopian ideologies.

Delsol writes much about the communism of eastern Europe and the USSR but has little to say about China.  Why do you think this might be?

Filed Under: Blog, Books, Ethics / Praxis, Philosophy, Politics, Zeitgeist Tagged With: 20th century, Communism, History, liberalism, Nazi, western civilization

August 11, 2014 by kevinstilley

Syllabus – Late Twentieth Century to the Present

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Course Syllabus – Fall 2014
Late Century to the Present

The College at Southwestern
HIS 4203-A   T/Th   7:00-8:15 a.m. Room S-119

Instructor: Kevin Stilley
Office Hours: By Appointment

    (I keep office hours a few blocks from the college at Stadium Drive Baptist Church: 4717 Stadium Drive, Fort Worth, TX 76133)

Email: kstilley@swbts.edu
Website: http://kevinstilley.com
Twitter: http://www.twitter.com/kevinstilley
Facebook: http://www.facebook.com/kevin.stilley

Catalog Description

A study of social/political trends and philosophies from 1964 to the present.

Course Objectives

  • To gain knowledge of the main events, ideas and persons that shaped western civilization during the late twentieth century to the present.
  • Exploration of twentieth century trends, politics, and culture will help students place their experiences, interests, and information from other history courses into context.

Required Texts

  • The Penguin History of the 20th Century, by J.M. Roberts (isbn. 9780140276312)
  • Great Speeches of the Twentieth Century, by Bob Blaisdell (isbn. 0486474674)
  • The Unlearned Lessons of the Twentieth Century, by Chantal Delsol (isbn. 1932236473)
  • Postmodern Times, by Gene Edward Veith, Jr. (isbn. 0891077685)

(Please bring a Bible to class with you.)

Blackboard

Blackboard and SWBTS student email will be used for class communications. Students should check both Blackboard and student email dailyfor possible communications from the instructor.

Assignments

Grades will be determined based upon completion of two exams, a student presentation, an editorial exercise, and class participation.

  • Midterm Exam (30%) – This exam will be conducted via Blackboard so please be sure to have a good internet connection available on the day of the exam. Mac users, I encourage you to NOT use the Safari web browser when taking this test or navigating the Blackboard interface.
  • Final Exam: (20%) – The final exam will be a single essay question, asking you to distinguish between the concepts of “late modernity” (Chantal Delsol) & “postmodernity” (Gene Edward Veith), and to make an argument for the one that you think best describes the world in which we live.
  • Student Presentation (20%): Each student will select one speech from the book Great Speeches of the Twentieth Century, explain the historical context of the speech, and share how and why it is culturally significant. All students will be reading the speeches in advance so group discussion will follow the presentation.
  • Editorial Exercise (25%): Assume the role of an editorial assistant who has been tasked with revising the book Great Speeches of the 20th Century. Your assignment is to find one speech from the late 20th century that should be added to the book. In addition to the text of the speech, you need to present a point paper with adequate argumentation for its rhetorical qualities and its historical significance. Further, in order to add this speech to the text, you must select one speech to remove from the book and explain why you selected it. This assignment is to be submitted via Turnitin and is due no later than midnight on October 31. Late papers will receive a 50% reduction in grade.
  • Participation (5%): All students are expected to attend class, be punctual, and participate appropriately in classroom discussion. To engage in classroom discussion of the assigned reading it is imperative that all reading assignments be conducted in a timely fashion.
    • Attendance will be recorded at the beginning of all class sessions. Absences or tardiness will adversely affect your grade.       Absences in excess of 25% result in an automatic failure of the class.
    • Students are free to record the class.
    • Guests are welcome, but please notify the instructor in advance.
    • Laptops, iPhones, and similar devices may NOT be used during class as their usefulness is far outweighed by their ability to create a distraction and contribute to the cultural habit of inattentiveness.
    • If you become drowsy you may stand at the back or the side of the room until you can resume your seat without falling asleep.

Grades

Grades will be determined by the following scale: 100-98 (A+); 97-93 = A; 92-90 (A-); 89-88(B+); 87-83 (B); 82-80 (B-); 79-78 (C+); 77-73 (C); 72-70 (C-); 69-68 (D+); 67-63 (D); 62-60 (D-); Below 60 = F.

Filed Under: Blog, Books, Education, History, Philosophy, Politics, Worldview Tagged With: 20th century, History, Philosophy, Postmodernism, SWBTS

August 7, 2014 by kevinstilley

Textbooks – Late Twentieth Century History

Here are the textbooks I am using this semester for my class on Late Twentieth Century History (HIS 4203) at Southwestern Baptist Theological Seminary.

The Penguin History of the Twentieth Century

Great Speeches of the 20th Century

The Unlearned Lessons Of the Twentieth Century

Postmodern Times: A Christian Guide to Contemporary Thought and Culture

Filed Under: Blog, Books, History Tagged With: 20th century, History, Postmodernism

May 10, 2008 by kevinstilley

100 Best Novels

If you were picking the 100 Best Novels of the twentieth century, what would show up on your list?

[Read more…]

Filed Under: Blog Tagged With: 20th century, American literature, Blog, Books, Culture, Lists, novels

May 10, 2008 by kevinstilley

The Grapes of Wrath, by John Steinbeck

John Steinbeck.The Grapes of Wrath. NY: Viking, 1939. 473 pages.

My grandfather was a socialist.

I am not. However, I cannot be harsh in my judgment of his political leanings. He knew hunger, real hunger. I have not. He had to struggle with the fact that he could not feed his children. I have known my share of difficulties, but so far I have always been able to put nutritious food in front of my children.

[Read more…]

Filed Under: Blog Tagged With: 20th century, Blog, Books, canon, Great Depression, John Steinbeck, literature, poor, poverty

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