Fascism is both an outgrowth of and a reaction against nineteenth-century liberalism. Nineteenth-century liberals argued for laissez-faire economics, the equality of men (and it was, explicitly, men), and the universality of human progress and human reason. Underlying all of these ideals was the sanctity of the individual. By the 1920s, though, these liberal ideals were challenged (Paxton 36-41). Laissez-faire economics led to dingy, heartless industrial towns; anthropological research called into question the equality of all people; economic crises threatened to drop the newly emerging middle-class into the proletariat, arguing against progress; and the mass annihilation of human life in the Great War eroded belief in rationality.
Fascist regimes developed in response to the crumbling world view of the West. Fascists offered a “national revival in which racial purity, mass fervor and authoritarian rule somehow reinforced one another” (Paxton 218). By defining the nation in opposition to other races, fascists promoted a sense of inclusiveness and security. The idealization of the nation as an organic being promoted jingoistic fervor and a sense of worth. Finally, the authoritarian figure (always a man) was reminiscent of older, and therefore more secure, forms of rule—the father figure or the monarch. Fascists offered remedies to what many saw as the disease that was modern culture.
These fascist themes—racial purity, mass fervor, and authoritarian rule—are held together by one common principle: the degradation of the individual and concomitant exaltation of the group. This principle is a reaction against liberal ideas that lionize the individual. The mechanism by which fascists degraded the indiv...
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...f fascism, can we afford it? These five authors answer a resounding no.
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These were pivotal times in the annals of world history in the 20th century. Mussolini and Hitler’s rise to power was clearly a threat to the freedoms of the United States and its Allies. Through God’s grace and omnipotence, the US alliance, industrialization and intellectual might, we had the resources required to overcome the fierce and mighty threat of Fascism in the Free World.
In the book, Esperanza doesn’t want to follow the norms of the life around her; she wants to be independent. Esperanza states her independence by stating, “Not a man’s house. Not a daddy’s. A house all my own,” (Cisneros 108.) The syntax of these sentences stick out and are not complete thoughts, yet they convey much meaning and establish Esperanza’s feeling of not belonging. Esperanza’s feeling of not belonging is also emphasized when her sisters tell her that the events of her life have made her who she is and that is something she can not get rid of. Her sisters explain that the things she has experienced made her who she is by saying, “You will always be esperanza. You will always be mango street. You can’t erase what you know” (105.) What her sisters are trying to tell her is that the past has changed her but it doesn’t have to be a negative thing; it can be used to make her a better person who is stronger and more independent. Esperanza realizes that the things around her don’t really add up to what she believes is right, which also conveys the sense of not
It was during the 1920’s to the 1940’s that totalitarian control over the state escalated into full dictatorships, with the wills of the people being manipulated into a set of beliefs that would promote the fascist state and “doctrines”.
At the novel's end, Esperanza declares that she is too strong for Mango Street to keep her forever. What is the nature of her strength? How does Cisneros establish this characteristic elsewhere in the book?
Title IX is a law that was made by the NCAA in 1972, that states that there can be no discrimination or exclusion of a gender through athletics or education. (Mankiller). Which means that men's sports cannot be favored over women's sports. Many people are very cognizant of this law. For example, if a school has $100,000, the school must spend the money equally between the athletics of each gender, even if there are more men's sports teams. They must get the same treatment. That may sound great, but Title IX has impacted men's athletics significantly. Although Title IX has been a valuable way to establish gender equality, the NCAA loses money, puts men out of scholarships, abolishes smaller men’s sports teams, and it should be
1. It states that; “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving Federal financial assistance.” Title IX applies to all educational institutions, both public and private, that receive federal funds. Almost all private colleges and universities must abide by Title IX. Athletics are not the specific target for Title IX; Athletics programs are considered educational programs and activities. There are three basic parts of Title IX as it applies to athletics: 1.) Participation: does not require institutions to offer identical sports but an equal opportunity to play; 2.) Scholarships 3.) Other benefits: Title IX requires the equal treatment of female and male student-athletes such as: equip, games, tutoring.
Title IX is composed of three separate components: I-Accommodation of Interests and Abilities; II-Athletic Financial Assistance: Schola...
Great inequalities in the educational system between the sexes have occurred for many years and still occur today. Efforts have been made to rectify this disparity, but the one that has made the most difference is Title IX. Passed in 1972, Title IX attempted to correct the gender discrimination in educational systems receiving public funding. The greatest correction it made was in the area of athletics, but social justice of Title IX applies to many other areas as well. Title IX has an effect on women who are not athletes in many ways, including quality of education, receptivity to education, empowerment and creation of ideals.
Thirty-one years ago, with the rise in revenue and attendance at collegiate sports, the federal government implemented a Title IX program that would established opportunities for men and women in colleges for their programs and academics. A major emphasis on the program has gone to schools athletic programs, to share the funds and sporting teams equally. There is a debate over whether the teams are really split fairly or are some of the more successful male teams get prominence over women's teams.
Participating in the pre-game activities of Super Bowl XLV, there was a young girl who won a contest that presented her the opportunity to carry the game ball out on the field before the coin toss. This young girl stated in an interview that it is her life long goal to become a kicker in the National Football League (NFL). This is Title IX at its best. A young girl with a dream; a dream to do something that no other girl has ever done before; a dream to step foot in a man’s world and be allowed the equal opportunity to accomplish HER dream.
Delegating tasks is one area that I must work on in my leadership skills. When a leader cannot delegate task appropriately, this can lead to their downfall. My action is to learn more of the reasons why I chose not to delegate tasks. When that piece is understood, I can then move forward in correcting and adjusting my delegating. The employee specialist along with the Vice President of Nursing give me projects where delegating is necessary. They both follow these projects closely and challenge my moves of when and what I delegate and to whom those tasks are delegated to. Attending a seminar on delegation is also in my action
Adolf Hitler (the Führer or leader of the Nazi party) “believed that a person's characteristics, attitudes, abilities, and behavior were determined by his or her so-called racial make-up.” He thought that those “inherited characteristics (did not only affect) outward appearance and physical structure”, but also determined a person’s physical, emotional/social, and mental state. Besides these ideas, the Nazi’s believed tha...
After I interviewed both my grandfather and Samm, I was not going to leave them without giving them information on the topic, and both of them thanked me for the information, because they both said they had been misinformed on what exactly Title IX is. That brings me to a point. Do you know what Title IX is? To be honest before I started this research for this paper, I was always told it is how women got the right to play sports. Now given sports...
Nationalism has played a crucial role in world history over the past centuries. It continues to do so today. For many, nationalism is indelibly associated with some of the worst aspects of modern history, such as the destructive confidence of the Napoleon’s army and the murderous pride of Nazi Germany. Large numbers of people, descent in their hearts, have carried out unbelievable atrocities for no better reason than their nation required them to. Authoritarian and totalitarian regime have crushed dissent, eliminated opposition, and trampled on civil liberties in the name of the nation.
Weistart, John. "Title IX and Intercollegiate sports: Equal opportunity?" The Brookings Review. Washington; Fall 1998.