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Hannah Arendt’s “banality of evil” conceptualization
Hannah Arendt’s “banality of evil” conceptualization
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Eichmann, the Banality of Evil, and Thinking in Arendt's Thought* ABSTRACT: I analyze the ways in which the faculty of thinking can avoid evil action, taking into account Hannah Arendt's discussion regarding the banality of evil and thoughtlessness in connection with the Eichmann trial. I focus on the following question posed by Arendt: "Could the activity of thinking as such, the habit of examining and reflecting upon whatever happens to come to pass, regardless of specific content and quite independent of results, could this activity be of such a nature that it 'conditions' men against evildoing?" Examples of the connection between evildoing and thinking include the distinction between the commonplace and the banal, and the absence of the depth characteristic of banality and the necessity of thinking as the means for depth. I then focus upon Arendt's model thinker (Socrates) and argue that the faculty of thinking works to avoid evildoing by utilizing the Socratic principle of noncontradiction. "What is the subject of our thought? Experience! Nothing else!" (1) (Hannah Arendt) Eichmann in Jerusalem (2) was originated when Hannah Arendt went to Jerusalem in order to report, for The New Yorker, on the trial of Otto Adolf Eichmann, (3) who was acused of crimes against the Jewish people, crimes against humanity, and war crimes. The trial began in April 15, 1961. The New York Times had announced Eichmann's capture by Israeli agents in Argentina, in May 24, 1960. Israel and Argentina had discussed Eichmann's extradition to Israel, and the United Nations finally decided the legality of Jerusalem Trial. After the confirmation that Eichamnn was to be judged in Israel, Arendt asked The New Yorker's director, William Shamn, to ... ... middle of paper ... ... (29) Ibid. (30) 'Ibid. (31) See, in this regard, TMC, p. 425. (32) TMC, p. 423. (33) LM p. 168. (34) LM., p. 180. (35) (Protagoras, 339c.) LM p.186. (36) The first part of the Morality Lectures 1995, given by Arendt at New School, was published as "Some Questions of Moral Philosophy." In Social Research, Vol. 61, No. 4 (Winter 1994), pp. 739-64. The other three parts remain unpublished as "Some Questions of Moral Philosophy". Morality Lectures 1965, New School for Social Research, Hannah Arendt's Papers, The Manuscript Division, Library of Congress, container 45. We will take the following systematic: 'Some Questions of Moral Philosophy I' for the part published and 'Some Questions of Moral Philosophy II' for the unpublished one. This quotation is in 'Some Questions of Moral Philosophy II' 024633. (37) Ibid., 024636. (38) LM., p. 193.
Many people have different views on the moral subject of good and evil or human nature. It is the contention of this paper that humans are born neutral, and if we are raised to be good, we will mature into good human beings. Once the element of evil is introduced into our minds, through socialization and the media, we then have the potential to do bad things. As a person grows up, they are ideally taught to be good and to do good things, but it is possible that the concept of evil can be presented to us. When this happens, we subconsciously choose whether or not to accept this evil. This where the theories of Thomas Hobbes and John Locke become interesting as both men differed in the way they believed human nature to be. Hobbes and Locke both picture a different scene when they express human nature.
The impact of college athletic programs on academics has always been a controversial and contentious topic. It seems that athletic programs have some contemplative effects on academics of colleges and universities. Different people have different ideas about how college athletic programs should be carried on. College presidents, administrations, student athletes, parents of students, and athletic trainers are along with these people who point out different facts about the fallouts of athletics on academics. A bunch of people suggest that athletic programs should be dropped from college system, while another group suggests that athletic programs should be taken care with more advertence. An analysis on the effects of college athletics on academics has two personal approaches: college athletics undermine academics, and athletics amplify academic experience.
Wittig, P. (2013, June 14). Anders Breivik: Evil, Insane or just Criminal? [ Volume 3 - 2013] | Kyushu University Legal Research Bulletin. Retrieved April 23, 2014, from http://researchbulletin.kyudai.info/?p=295
Weistart, John C."College Sports Reform: Where are the Faculty." 4 12-17.Aug. 1987. http://www.jstor.org/stable/40249956. Web. 22 Apr. 2014
Education and athletics, two of the most prized activities within our society. It's therefore no surprise that the two so closely link in one of our society’s favorite pastimes: college sports. Some believe that these two things benefit each other and some don’t. In the Forbes article titled “Rethinking the Benefits of College Athletics,” the author Jonathan Robe, a research fellow at the Center for College Affordability, explains, “In my short life, I’ve long been perplexed with the way many higher ed administrators–particularly college presidents–tend to laud college sports for the benefits they add to institutions of higher learning.“ He argues that college athletics do not benefit colleges and in some ways can even harm them. A majority of the supports are strong and, despite a few ineffective supports and language, Robe's argument is effective for its intended audience.
Education and Athletics, two of the most prized activities within our society. So is it any surprise that the two are so closely linked in one of our societies favorite pastimes College Sports? Some believe that these two things benefit each other and some don’t. In this Rhetorical Analysis I will be analyzing the argument presented by the article titled Rethinking the Benefits of College Athletics, which questions the academic benefit that college athletics provide. The article which appeared in Forbes magazine is written by Johnathan Robe a research fellow at the Center for College Affordability and Productivity. The author describes his thesis in the first sentence of the article stating “In my short life, I’ve long been perplexed with the way many higher ed administrators–particularly college presidents–tend to laud college sports for the benefits they accrue to institutions of higher learning.“ (Robe 1) arguing that college athletics are not beneficial to colleges and in some ways can even be harmful. Robe's argument does provide supporting evidence, however it is unlikely to convince those readers that come into it with an opposing view.
By recognizing evil as banal, society is forced to face the reality that monstrous acts are not committed by those carrying an abnormal trait. It is the normality and mediocrity which terrified Arendt, along with others who study the Eichmann trial. It is the way in which evil became so average that makes Eichmann as dangerous as he was considered, not just the thoughtless acts he committed. By changing views on evil, however, society will be able to makes steps toward understand how events such as genocide can occur within the larger society.
PCR has become a valuable tool for analysis. As techniques have improved, the costs have gone down, making it more accessible for labs across the globe. Next to this it produces results quickly and it only needs small amounts of genetic material to be present. The above techniques are only a small sample of those that are possible to analyse DNA.
From its controversial student-run beginnings to its carefully controlled and monitored big-business attraction, college sports have evolved into an increasingly popular and demanding phenomenon in the United States. Along with the publicity and reputation that is created for the institution, many have found that intercollegiate sports serve several functions for the participants and community as well. While these functions also help balance and maintain the social order of the institution, unequal opportunities and distribution of power is found among the participants and non-participants, and the athletes themselves. Furthermore, with the new popularity and demand for victorious, competitive teams, colleges have lost their goal between balancing academics and athletics and using sports as an aid to help improve the athletes’ educational experience and opportunity.
There are many different techniques involved in gene screening. With the start of the Human Genome Mapping Project some of these techniques have been altered to speed up the screening process. Examples of these techniques include PCR (polymerize chain reaction), RFLP's (restricti...
In her book, On Violence, Hannah Arendt studies violence as it relates to war, science, power, aggression, and the like. In this paper, I will speak on the topic of violence as it pertains to aggression. I argue that we, as human beings, possess at least a basic level of aggression that is explainable through animalistic research and characteristics. This argument is one that contradicts the overarching ideas of Arendt’s thoughts on the topic. Through an explicative and then disputatious discourse, I hope to bring validity to my viewpoint.
Joseph Conrad's Heart of Darkness is more than a mere exploration of the harsh realities of European colonialism in Africa during the late nineteenth century. In fact, it is rich in symbolism as demonstrated by his negative portrayal of women. Conrad chooses his language well, for his prejudice towards women is easily recognizable. To him, women were nothing more than soft, delicate, and naive. However, Conrad's condemnation of women is no longer a valid interpretation of women in the 21st century; thus, we must overlook Conrad's invalid judgment of women and take a modernistic approach in scrutinizing the women's actual representation in Heart of Darkness. When looking at the role of women in Heart of Darkness through a twenty-first century perspective, it becomes apparent that these women represent parts of the European societies that were in the dark about the brutalities of colonialism. Conrad used Marlow to demonstrate his attitude towards the obliviousness of women, who paralleled the unawareness of the European society as a whole.
Philosophical musings on the nature of morality are often expressed by thinkers who focus on human nature. Among the factors which determine human behaviour, a moral analysis of the concepts of right and wrong is often prominent. In investigating human behaviour through the relationship between reflection and action, this morality is often observed. Therefore, in the course currently entitled Human Sciences 101: Reflection and Action, both phiolosophy and morality are key themes. However, the calendar description for the course is as follows, “What is the relationship between thinking and action? Do they pull us in different directions? Can they be integrated? This course investigates how our own dialogue with core texts, from antiquity (e.g., Homer, Plato, Christian Scriptures) to the present (e.g., Joyce, Arendt), offers ways of understanding the dilemmas and issues raised by these texts and present in our culture” (Waterloo 2013). The description lacks a mention of the philosophical concepts of morality within the course's content. One of the core texts of the course where morality can be seen is Saint Augustine's Confessions, where Augustine explores a theological philosophy. The theme of morality is also seen in René Descartes' Discourse on Method and Related Writings, where Descartes proposes a scientific moral philosophy. Hannah Arendt's Eichmann in Jerusalem also explores morality through a philosophical examination of the relationship between thinking and committing evil. Therefore, the writings of Augustine, Descartes and Arendt each exhibit a philosophical perspective on morality which can be tied to the course's central theme of reflection and action. [END OF INTRODUCTION]
RNA cannot serve as a template for PCR, the first step in an RT-PCR assay is the reverse transcription of the RNA template into complimentary DNA and followed by its exponential amplification in a PCR reaction. Usually, this involves the use of dedicated RNA and DNA-dependent DNA polymerases, either in separate (‘two-enzyme/two-tube’) or in single (‘two-enzyme/one-tube’) reactions, as the use of dedicated enzymes with different proper...
Arthur, John, and Scalet, Steven, eds. Morality and Moral Controversies: Readings in Moral, Social, and Political Philosophy. Upper Saddle River, NJ: Pearson Prentice Hall. Eighth Edition, 2009.