Author: Trish
Plagiarism-Detection Software and Slow Children at Play
Because I direct the University Writing Center, and teach and write about the teaching of writing, people assume, correctly, that I care a lot about plagiarism. Because I care a lot about plagiarism, a lot of people assume that I advocate the use of plagiarism-detection software. I don’t.
Plagiarism-detection software is so attractive because it appeals to several misconceptions about plagiarism, what it is, why students engage in it, and how to prevent it. Plagiarism is the consequence of incorrect citation, but not all instances of incorrect citation are plagiarism. There are a lot of ways of citing that, at least by some disciplines, are incorrect, including submitting work that
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- appropriates someone else’s citations;
- was entirely written by someone else;
- has large uncited portions from another source in which words are changed here and there;
- paraphrases source material but doesn’t cite it;
- has a substantial portion verbatim from an uncited source;
- cites the sources of material, but not in the correct format;
- uses ideas, but not language, from an un-cited source;
- fails to punctuate correctly (so that quoted material is presented as though it’s paraphrased).
These examples are incorrect (although not in all disciplines—in some fields, such as law, appropriating a set of citations is common), but not everyone would call all of them plagiarism (and that third one is often taught as not plagiarism, although most colleges consider it so).
Since there are disciplinary differences, and since it’s not useful to collapse very different practices into one term, teachers need to tell their students what plagiarism is, and what the penalties are. Those penalties vary from class to class, as they should.
Thus, one problem with plagiarism-detection software is that it is often marketed as though it makes the determination of plagiarism for the teacher. It shouldn’t. It can’t.
A lot of faculty assume that college students know what plagiarism is, and they therefore assume that plagiarism is always deliberate. But not all students do know what plagiarism is, because, for instance, not all college teachers use the term to mean the same thing. Some only use plagiarism for instances in which there is no citation at all, whereas some include bungled citation. Unfortunately, there are still many students who have been told (perhaps by teachers, perhaps by parents or friends) that changing every third word makes it not plagiarism. College faculty often assume that this myth was dispelled in college first year composition classes, but many students don’t take first-year composition in a college.
Loosely, there are four different ways that students end up with material that fits the highest standards of plagiarism. There are students who know that they are plagiarizing and choose to do it in ways that they believe will be hard to trace—such as by buying a paper from a paper mill, paying someone else to write an original paper, or turning in a paper that another student has given them. There are students who deliberately cut and paste material from sources, spending their time tweaking the material to make it passable. They know they are plagiarizing, and hope to make it undetectable. These two kinds of plagiarists are deliberate and, let’s be blunt, malevolent. They think that the rules about plagiarism don’t apply to them. They are narcissistic jerks.
There are students who have poor research strategies, such as cutting and pasting into their paper file material from the sources they want to use. Under such circumstances, it’s easy to lose track of what was direct quotation, so these students may not realize they’ve plagiarized. They may think they haven’t. The fourth is what Rebecca Moore Howard calls “patchwriting,” in which authors take phrases from various sources, perhaps even following the original syntax. Patchwriting happens for various reasons, ranging from bad time management (not enough time to digest the source material) to unfamiliarity with the content (if we are writing about a topic we don’t understand, we might not be able to find synonyms, and so take phrases from the original), or even thinking that changing a word here and there is sufficient (that is, the myth of changing every third word).
As a teacher, I am most interested in what students’ plagiarism means for my teaching. If I’m doing a good job of writing assignments, students shouldn’t be able to get a passing grade doing that first kind of plagiarism. If I have students who are doing the second, I need to give them a poor grade, make them rewrite the paper, or otherwise recognize the problem. If they’re doing the third, I need to work on teaching writing processes. If they’re doing the fourth, I’ve done a lousy job teaching content, or a lousy job teaching about citation practices.
Does plagiarism-detection software help me learn from students’ plagiarism?
There is a world in which it might—I’ll get to that at the end—but this is not that world. Instead, it is a world in which plagiarism-detection software helps malevolent plagiarism. It does so because it tells teachers that plagiarism-detection software can teach students how to keep from plagiarizing. It tells teachers they won’t have to teach about plagiarism or think about it as they grade papers. We still have to do both, even with the best plagiarism-detection software.
Students who are plagiarizing, and know they are, find plagiarism-detection software very helpful. They can submit and resubmit a paper, tweaking their language, until they can find a version that makes the software happy. Plagiarism-detection software is a kind gift to students who are deliberately plagiarizing.
Plagiarism-detection software sometimes does (but usually doesn’t) catch the third and fourth kind of plagiarism, the kind that is an opportunity for a useful intervention on my part. I can only notice those sorts of plagiarism if I know the source material the students are using for their papers, and I’m familiar with the content. (This is one of many reasons I avoid “open” assignments.)
Plagiarism-detection software marketing claims that teachers can essentially delegate the question of plagiarism to them. It can’t. It’s best at that third sort of plagiarism, and second best (but not great) at the fourth.
The problem is that it not only helps students who are deliberately engaged in plagiarism, but that the marketing is that teachers can rely on plagiarism to make teaching decisions for them, when it actually can’t.
I lived in a neighborhood that had no sidewalks, and was a relatively recent development, so there were a lot of people walking on the road with dogs and strollers, and jerks who drove much too fast. We needed to get people to drive more carefully and more slowly. We had a community meeting with some police officers at which a lot of residents argued that we should put up “Slow Children At Play” signs.
They thought that telling people they should do something was the same as making them do it.
[This is the dominant model of communication—with disastrous effects in terms of political deliberation and education reforms, but that’s a subject for different posts.]
Guess what. People who drive too fast do not, in fact, suddenly drive more carefully when they are informed there are children. The worst drivers in our neighborhood lived there. They had children. They could see children on the road. They thought they were such good drivers that they could drive as fast as they wanted and still be responsible drivers. They were narcissist jerks who thought the rules didn’t apply to them.
So, putting up those signs didn’t change those actually irresponsible drivers who slid into the bike line, drove too fast, multi-tasked. It didn’t make them any more responsible. They continued to drive like narcissist jerks to whom rules didn’t really apply.
But, as the police officers said, when there were “Slow Children At Play” signs in a neighborhood, then parents assumed that people would drive well, and therefore weren’t as careful as they needed to be given the narcissist jerks in the neighborhood. “Slow Children At Play” signage makes parents less careful, while not changing the behavior of dangerous drivers.
My main problem with plagiarism-detection software is that it is like putting up “Slow Children At Play” signs. It doesn’t really stop the troubling behavior, but it makes teachers think it has. Narcissist jerks can plagiarize even better, and teachers teach less well.
Universities are, and should be, about teaching people to write in complicated ways about complicated situations. That isn’t done on the cheap. It’s done by having students interact directly, and personally, with a content-knowledgeable person who reads and thinks about their work. Plagiarism-detection software could be used by teachers as one way of alerting them to two kinds of citation issues, but it can’t replace careful grading. Plagiarism software-detection software is attractive because it appears to take a time-intensive aspect of teaching writing—determining if students are using their sources responsibly—and solving it technologically.
It doesn’t.
How People Think About Voting (Hint: a centrist v. progressive model won’t help Dems)
A lot of people who don’t want to see Trump reelected are arguing about what we should do, and that’s great. It’s a complicated situation, and we should argue.
There are, however, three big problems with how those arguments are going right now. First, there is the assumption that the answer is, and always has been, obvious, and the Dems have been ignoring the obvious answer out of a combination of cupidity and stupidity. Second, there is the entirely false dominant model of politics being a zero-sum between two points on a continuum (extreme left v. extreme right), so that any move is toward the center (and away from an extreme) or vice versa. We need to stop talking and thinking about politics that way.
The third problem is, I think, that many (most?) of the arguments aren’t grounded in the really interesting empirical research out there about voting practices—people have a tendency to assume that everyone thinks about citizenship in the same way they do. So, for instance, if they tend to vote on the basis of policy, they think that everyone else does too. But, what if not everyone does vote on the basis of policy? Then we can’t get people to vote differently by putting forward different policies.
Many people do vote on the basis of policy. But not everyone; in fact, not most people. There is no one way that people vote, and so there is no one obvious solution. Figuring out what to do to get people to vote differently means being as accurate as possible as to how people decide to vote. And they don’t vote in a way that is easily mapped onto the left/right binary (or continuum).
The problem is that people don’t just vote for different people or parties—people think about how to vote in wildly different ways. There are, loosely, eight factors in how people vote, with those factors mattering more or less for different people, different elections, and different candidates. The factors are:
- sheer in-group loyalty;
- charismatic leadership (identification–they believe a political leader is like them or really gets them);
- their immediate well-being (so they vote against the President if things are going badly for them and with the President if things are going well);
- last minute information;
- a “throw the bums out” mentality (aka “protest” vote);
- voting against the out-group;
- policy.
The empirical research doesn’t show a neat and simple picture, and so I can’t give a short summary of it or a simple statement of what our true solution is. I’d just be repeating the first error above.
Here are some things I’ve been reading that have deeply changed my understanding of voting habits in the US—that caused me to stop thinking that our problems could be solved through nominating fewer or more people anywhere on the false continuum (we need to stop arguing about whether to elect progressives or centrists—that assumes that people care about policies, and not enough people do) or that we need to have a more coherent policy agenda (same problem as the previous). I think that arguments about what to do should be more informed by readings like these (I’ve tried to find short summaries of each of the arguments—hence the links):
Cyberwar: How Russian Hackers and Trolls Helped Elect a President, Kathleen Hall Jamieson
Jamieson cites studies, Mueller’s indictments, and a multitude of sources to show that the Russians did engage in considerable hacking, trolling, sock-puppeting, and generally gaming of social media in order to mislead, misinform, and distract voters with the ultimate goal of ensuring that last-minute voters and potential Dem voters mistrusted HRC.
Extremism, J.M. Berger
This non-partisan book builds on notions of in- and out-group mobilization to distinguish between normal and extreme versions of a political philosophy. I intend to use it in my rhetoric and racism class.
How Democracies Die, Steven Levitsky and Daniel Ziblatt
Two political scientists argue that Trump is following the playbook for how authoritarians displace democracy.
How Partisan Media Polarize America, Matthew Levendusky
This book is an empirical study of partisan media, comparing Keith Olbermann and Bill O’Reilly, showing that both rely on fear- and hate-mongering about the out-group more than they promote in-group policies (or even political figures). While not a “both sides are just as bad” argument, it does have good data and analysis that makes it non-partisan. This is the book, I think, that shows how the vexed and entangled political lives that people actually live get reduced into us v. them.
Ideology in America, Christopher Ellis and James Stimson
Like the Mason book (below), it argues that policy arguments get trumped by identification. It points out how very rich and complicated our actual political beliefs are, with emphasis on the behavior of voters who cut across conventional groupings. They show various things that are important, such as that people who are unhappy with how “the government” behaves vote GOP, even if the policies they dislike were promoted and voted in by the GOP.
The Rationalizing Voter, Milton Lodge and Charles Taber
This is the book with all the data about how people actually reason about politics (at least in the short term). They show that it isn’t emotional v. logical (the conventional understanding of rational/irrational) but what other people in cognitive science call System I (intuition) versus System II (metacognition). They are fatalistic about political reasoning of voters, but I think their data doesn’t merit that fatalism.
Stealth Democracy: Americans’ Beliefs About How Government Should Work, John Hibbing and Elizabeth Theiss-Morse
They are completely persuasive that many Americans reject the basic premises of democracy–that finding the correct solution is complicated, that people have legitimately different interests, that good solutions are never ideal–that people hold the President responsible for things like weather, sharks, and the current situation of the economy. They’re pretty fatalistic about voting, moreso than I think their data merits.
Uncivil Agreement: How Politics Became Our Identity, Lilliana Mason
Another empirically-grounded description of how the mosaic of political beliefs became a false binary of identity.
On bias and projection
For complicated reasons, my book was given to a very conservative FOAF, who dismissed it on the grounds that I picked a conservative as my exemplar of a demagogue. The funny thing is: I didn’t. I picked a progressive. The sad thing is: he has been well-inoculated by his media.
This is someone I admire, because I know that he is a loving, supportive, compassionate, and smart father and husband. This is a good person, a kind person, and also very, very smart. And dead wrong. That person was engaged in projection. I didn’t pick a conservative; I picked a hero.
Earl Warren was Republican, yes. And I have rarely, but not never, voted Republican (and I haven’t always voted Dem or GOP). But Warren was a progressive Republican, who did a tremendous amount to clean up politics in California at a time when the California Democrat Party was often pretty awful. Had I been a California voter at the time, I would have voted for progressive Republicans.
Warren’s behavior on the Supreme Court was a bright spot in our nasty history about SCOTUS rulings; he overturned Plessy v. Ferguson; he got a unanimous decision. He changed American history for the better.
My point was that even really good people can find themselves in demagoguery. And so I picked an in-group rhetor—one of my heroes–as an example of demagoguery.
But this smart and good person (let’s call him John) dismissed my entire argument because he thought he had caught me out on secretly picking an out-group example. And I hadn’t. Compressed in that unhappy conclusion is what is wrong with our current political situation. John thinks that engaging in political discourse is not listening to the evidence of people who might disagree with you, but refusing to listen to anyone who might disagree, which he thinks is their being “biased.”
He rejected my argument about demagoguery on the grounds that it must be wrong because he believes I am a liberal, and therefore biased, and therefore my argument about demagoguery is biased. And I mean the term “rejected”—my sense is that he wasn’t even willing to consider it. I don’t care that he disagreed with me; I care that he believes he should not listen to anyone who disagrees with him. But I don’t really disagree with him. He just assumed I did because I’m not in-group. In other words, and this is important, he was biased not to listen to me. And so he didn’t.
My argument is that we all engage in demagoguery, and we are all drawn to engaging in demagoguery instead of engaging in the harder work of arguing about policy. That isn’t an argument he needed to dismiss. He never tried to understand my argument—he assumed that my argument was somehow an argument for my in-group. That was projection on his part.
My argument is that politics should be arguments about policy instead of some bizarre world in which there are only two options, and those two options are identities. Why would he dismiss that argument?
There are two possibilities: either he believes that his group has policies so weak that they can’t be defended through the reasonable standards of policy argumentation; or, he believes that “bias” makes a person’s entire argument dismissible.
He believes that, once you have determined someone to be “biased,” you don’t need to consider their argument. And, while that is what his media tells him, and what he might have learned in college classes on argumentation, that is a really flawed model of bias.
Again, this is a smart and good man, and, had he not been primed to reject any “out-group” information as “biased” and to assume that everyone only praises in-group and only condemns out-group, he might have read my argument differently. That assumption, that you would never criticize an in-group member, was projection.
But he was primed (or inoculated, to use the technical term) to reject any “out-group” arguments, as soon as he could find a way to see me as out-group. And that inoculation happened in two ways: first, he was repeatedly told that his policy agenda was the true body politic (his perception of the situation was objective); second, he was persuaded that the health of the body politic relied on one group being in control, and that anyone who disagreed with his political agenda was a kind of virus, so he shouldn’t even let their (my) ideas into his head.
He was persuaded that we are not in a democracy (in which, as the Federalist Papers, and various other documents argue, we benefit from disagreement) but a situation in which there is only one right policy agenda, and anyone who disagrees with that agenda should be crushed in any way necessary.
That’s really awful. It’s untrue, but I have to say that, crawling around the world of public argumentation, it’s the one thing on which far too many people agree (all over the rich world of non-binary political ideologies): we are in a moment of existential crisis, in which our group—the only good and true group—is threatened with extermination, and therefore anything we do to crush Them is justified; if we cannot win, we should at least make them lose.
We do not have a political world in which our options as a country are in zero-sum between two groups. We have never been there. We never will be there. For instance, many Libertarians, progressive Christians, conservative Christians, fiscal conservatives, and Progressives can agree that rehabilitation is a better choice than prison for first- and second-time drug offenders. If we stop thinking about politics as a binary, then we might also see that there are places of agreement as far as needing better health care.
Had Romney won, would Romneycare (aka Obamacare) have been the law of the land? Would John have supported Romneycare for the country had President Romney advocated it?
I think he would have.
Would many Dems have supported Romneycare had President Romney supported it? Probably not.
And that is what is wrong with our current political discourse.
Would I have voted for Romney? No. I didn’t. Would I have voted for Romneycare for the US. Hell, yes.
Can John say the same?
Does he put policy above party?
Here is the problem with that question: we are in a culture of demagoguery, in which every decision is crunched into a binary and then we can have a zero-sum WWE fight about the two options. We are in a world in which decisions are made badly.
My argument is that, when it comes to politics, John and all the very many other Johns all over the maps of political positions think politics is a zero-sum WWE fight between Dems and [whatever the GOP is currently putting forward as Republican policy]. In other words, I’m saying that John [and all the other Johns, who think that policy follows from identity, and our world is a binary between good and bad people] believe that politics is a question of identity. People in his in-group have good policies, and so should be supported, and people who aren’t in that group should be rejected without considering their arguments.
As it happens, reasoning that way—reduce the choices to two, make the decision on the basis of affective identification—is the basis of a lot of scams. It’s never the basis of good decision-making. But it’s always the basis of profitable media coverage.
So, what if John decided to reason, not by party, but by policy? What if John decided to argue about policies, and not identity? What if John decided that he would ignore party, and instead hold all people and parties to the same standard? What if John decided that he really valued this guy who said, “Do unto others as you would have them do unto you”?
He would stop getting his information from rabidly partisan sources.
He would work to get information from various points of view. He would try to understand why people disagree with his policies. He would treat political issues the same way he would treat other questions.
Imagine, for instance, that there is an argument about how to manage sewage for a large-ish house in an area with clay soil. Would John only listen to experts of his in-group? If so, I have some shares in the Brooklyn Bridge I’d like to sell.
No, he wouldn’t. And he hasn’t.
We are in a world in which media tell us that all issues are questions of good v. bad people. I disagree with John about many things, and I know he is a good person.
I could have done this same post with people on other places on the political spectrum (not binary, or continuum), but I really admire John. He is good people. And I think his policy concerns are legitimate (which isn’t to say I agree with them—I don’t, but I might be wrong, and he might be right). It isn’t that I think his arguments are wrong; I think his way of thinking about politics is wrong—as a zero-sum battle between two identities.
That way is unhappily common all over the digital world, as I unfortunately know.
I won’t say that “both sides” do that, because that’s still accepting the media-convenient but always-demagogic premise of there being two sides.
People have beliefs; people have values. Countries have policies. Let’s argue about them. That someone disagrees with you—which, in our demagogized culture, is reason not to listen to them—is a reason to listen, not reject.
John only criticizes out-group and only praises in-group, and he projected that on to me.
I think we all need to criticize in-group. Warren was a good man. So is John. I think Warren was wrong to support race-based mass imprisonment, and I think John is wrong to support Trump. But I think they are both good people.
Stop calling for civility; lack of civility isn’t our problem, and more of it isn’t the solution
We are, once again, at a moment when people are calling for civility. My persistent complaint about American “political” discourse is that it is so rarely policy argumentation. Policy argumentation requires that participants argue (not just make assertions) on seven points: there is a need (aka ill), it’s serious, it won’t go away on its own, here’s what causes it; here is my plan; my plan will solve the need I identified, my plan is feasible, and my plan won’t cause more problems than it solves. American “political” discourse usually involves people arguing need and how it’s serious and then asserting a plan, and not even touching on the other points. (If that—sometimes they just assert need and engage in fear-mongering about it being serious.)
And the calls for civility are a perfect example of that truncated way of talking about important policy issues.
So, according to the “call for civility” argument, what is the need? Sometimes the need is political: we have a polarized Congress, in which any kind of compromise or finding common ground is demonized, when a Speaker brags about an unprecedented level of obstruction and is praised for it.
Sometimes the need is cultural: we are looking at a level of politically-motivated violence not seen since lynching was always on the table as a consequence-free way to terrorize dissent, with violent protests and calls to silence speakers (and sometimes the speakers are advocates of violence).
Sometimes the need is about tone: Kavanaugh’s temper tantrum was unprecedented and would have put the kibosh on any previous Supreme Court nominee (Dem or GOP), we have an Administration that engages in an unprecedented level of trolling, and major political figures and pundits who have accused the last four Presidents of being fascists, racists, and morally bankrupt. Thanksgiving dinners, social media interactions—it’s all ugly name-calling.
I’m willing to grant that the political and cultural needs are serious; the seriousness of the name-calling is a little more vexed. One of the reasons it’s vexed is that various kinds of “name-calling” are treated as equally serious because the need for this case is a little vague—the need seems to be that people are made uncomfortable, or have their feelings hurt. In this case, the problem with a major political figure saying something racist is that he hurt the feelings of members of that race. That “need” case makes hurt feelings the need/ill. In that case, anyone having their feelings hurt is a political problem that must be prevented. People who are called “racist” have their feelings hurt; people who are told that their information is false feel bad. Thus, if our “political” discourse defines the need or ill as having feelings hurt, then people who are racist, and are told they are racist, can present the ill of their hurt feelings as just as valid as a person who can’t get an apartment because of racism.
That’s a very clear example of the fallacy of false equivalency. But, if you accept the false case about the “ill”: that our problem is that we have a public sphere in which people have their feelings hurt, it seems reasonable. It isn’t reasonable. Don’t accept that false case about the ill.
Our problem is not that people have their feelings hurt.
Every good policy case has a coherent narrative of causality—what caused our current situation? A few (but not all) of the political and cultural arguments have really interesting and plausible narratives about how we got here. The tone/name-calling argument is a very old and appalling one.
The basic argument behind blaming tone is that violent actions come from two sources: aggressive and defensive. People who have vehemently held beliefs engage in violence, and so vehement rhetoric leads to vehemently held beliefs, and therefore to violence. Therefore, to reduce violence, people need to care less. That’s an actively bad argument—caring passionately about our world is our responsibility. It is not a vice. It does not necessarily lead to violence. And much promotion of violence doesn’t come from people who care very much about the argument they’re making—sometimes passionate rhetoric is just a way to get votes, clicks, viewers, money.
The defensive one is even worse: it’s that vehement (and uncivil) rhetoric on the part of a marginalized group is responsible for the violent reaction on the part of the majority. This is, for instance, the logic behind the 1961 decision, the clergy who opposed King, and the current bizarre notion that saying something racist is just as bad as being called racist.
The whole argument for “civility” is that our problem is that people are vehement, and their vehement claims about their situation make other people get angry, and so now we’re all angry. So, we should all be less angry with each other by using nicer tones and being less vehement.
I see no reason for people not to be angry about the water in Flint, or unemployment rate in West Virginia, the number of unarmed people shot by police officers, discrimination in hiring, the use of torture in convictions, class sizes in public schools, an economy that seems to have no hope for advancement for people born into poverty.
Anger is rational under many circumstances, and many people are reasonably angry that they are not being treated as equals. Many people are unreasonably angry that they are not being treated as privileged. Many are angry that they are being treated badly because of complicated economic factors out of their control—that group is particularly prone to believing incoherent narratives of scapegoating. (For instance, they believe they are losing jobs to illegal immigrants when they’re losing jobs to automation or globalization.)
Our political problem is not that people are angry and therefore vehement and therefore seem uncivil. The “let’s be more civil” plan is completely incoherent—it doesn’t have a narrative of causality that would mean people being nicer to each other is the solution. It fails on the point of solvency.
After about 1835, it was common for people to say that the vehemence of the abolitionists caused slavers to become more entrenched in their position. That’s historically false, but rhetorically interesting. Were that argument true, then either there would have been a way to criticize slavery that slavers would have found persuasive, or a “civil” (as people are using the term now) criticism of slavery was impossible. It’s the latter.
There was no criticism of slavery that would not make slavers feel bad. There was no criticism of slavery that would not be an attack on what slavers were doing—profiting by trading in humans. Thus, if we aspire to a public discourse in which no one is criticized for what they’re doing, or made to feel bad about their actions, we have a discourse in which slavers should not have been criticized for their actions.
As long as we have some vague sense that what’s wrong with our current political situation is that people saying things that hurt the feelings of other people makes politicians engage in obstructionism (a narrative of causality that is tenuous at best) then we won’t solve the problem.
People are getting violent and engaging in obstructionism not because of people being rude, but because major media promote the notion that we are in a war, and that violence is our only possible response. In other words, we are in a world in which public discourse about politics is about a war of two identities—good versus evil. We are arguing about identities and feelings instead of about policies.
Calls for civility—meaning a world in which everyone is nice to one another, and no one’s feelings are hurt–are about a fantasy of a world in which there is no actual disagreement. We don’t need a world in which people feel good. We need a world in which people argue vehemently. But we need a world in which we argue, vehemently, about policies—not a world falsely bifurcated into two sides in a zero-sum relationship. We need democratic discourse.
The Rhetoric of Hitler’s ‘Battle’ and Hitler’s Rhetoric in Battle: “Where there is a will there’s a ferry”
Eighty years ago, almost to the day (April 28, 1939), Adolf Hitler gave a speech in the Reichstag (albeit directed at the world) in which he promised that he wanted only peace: [Slide 2] “Providence showed me the way to free our people from the depths of its misery without bloodshed and to lead it upward once again.” It was his second “peace” speech of the month; in both, he insisted he didn’t want war; he only wanted to make sure Germany got what it was rightfully due. And a surprising number of people believed him.
Benny Morris’ Roots of Appeasement shows that British policies of appeasement through the 20s and 30s came from the reasonable assumption that any rational person would know that the next war would be unthinkably devastating (largely because of the destructive capacities afforded by aircraft), and so various world leaders kept negotiating with Hitler as though he were a rational person working within what was thinkable. After the non-aggression pact was signed with Poland (April 6), even William Shirer—an American radio correspondent–believed that “this will halt Hitler for the time being” (Berlin Diary 163, a view he abandoned when Hitler tore up the agreement on the 28th). On April 23, Shirer said on his broadcast that, among other things, the Germans believed
that Hitler, whether they like him or not, will get what he wants in eastern Europe, and get it—as he got Czechoslovakia at Munich—without a war.[….T]here will therefore be no war, and that they—the German people at any rate—do not want war. And that war can only come if the “encirclement powers”, jealous of Germany’s success, attack the Reich (42)
In his 1984 memoir of his time in Germany, The Nightmare Years, Shirer would say of the spring of 1939,
Like almost everyone else I still clung to the hope for peace—despite what Hitler had said; despite what he had done, tearing up two more treaties; despite all his deceit. (403)
Hitler, who had, for years, spoken of war as a cleansing and necessary rebirth of Germany, was now saying he wanted peace. One of these two postures was a sincere and authentic expression of his values and the other was manipulative–and people had to decide which was which. A lot of people got the answer to the question wrong.
That same spring, while so many people were hoping for peace, and believed that Hitler shared that hope, Hitler was preparing for exactly the kind of war he had long said he wanted. And Kenneth Burke was writing “The Rhetoric of Hitler’s ‘Battle,’” his analysis of Adolf Hitler’s rhetoric in the book Mein Kampf. Burke wasn’t fooled. He began from the premise of taking Hitler’s rhetoric seriously. And he got Hitler’s intentions right. This talk will take seriously Burke’s taking Hitler’s rhetoric seriously.
As Kathleen Hall Jamieson points out, the distinction between actual rather than apparent identity is a central topos in Americans’ assessment of political candidates, and it has a long history:
Resonant in Western culture at least since Plato’s well-known discussion of shadows in the cave, the appearance-versus-reality lens, in US politics, takes the form of questions about a candidate’s actual rather than presented self, real versus publicly expressed beliefs, diagnosed rather than self-proclaimed health, audited rather than feigned financial circumstances, and lived rather than conjured biography. (186)
A study of Hitler’s rhetoric isn’t just a study about Hitler, but, as Burke aptly said, a study of how he swung a great nation in his wake, and how such a person might come to power in the US. And we might wonder about the role of the appearance v. reality lens in such an ascent.
Part of Burke’s answer is straightforward: he lists the rhetorical strategies (some verbal, some not) that such a rhetor would use on the basis of what Hitler used. Another part is more complicated: he points out that Hitler’s rhetorical strategies were grounded in his and Germans’ ways of thinking and acting. Burke says, “The deployments of politics are, you might say, the chartings of Hitler’s private mind translated into the vocabulary of nationalistic events.” (210). Since Hitler’s rhetorical strategies and political actions were so aligned, Burke wonders, “Is such thinking spontaneous or deliberate—or is it rather not both?” (213) In other words, was Hitler authentic in his rhetoric, given that he lied so much but not always?
Robert Citino refers to the “common notion that the surface Hitler is false, that we must dig deeper to unpack his true motives” (406). But, Citino says,
He rarely lied about his intentions. Of all the world statesman of the twentieth century, he may have been the most honest of all. He proclaimed his goals to the German people and to the world, leaving a dense trail of written statements and public proclamations behind him that are still remarkable for their candor. (404).
He did lie, of course, but he was also absolutely truthful at times, including about his lying. Burke points out an odd paradox of Hitler’s “honesty” in Mein Kampf: he shows all his cards; he’s open about all his rhetorical strategies, including his willingness to lie and mislead. Yet, his being open about being a liar did not undermine his ability to gain and maintain trust: “He could explicitly explain his tactics in his book and still employ them without loss of effectiveness.” (212)
In “Rhetoric of Hitler’s ‘Batttle’,” Burke identified various rhetorical strategies:
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- Strategic misnaming
- Repetition
- Uniforms
- Having thugs beat up hecklers in the audience
- Unifying a diverse group by identifying a shared enemy
- Attributing any resistance to him or his ideas as the consequence of the critic being on the side of evil in the apocalyptic battle between good (Aryans) and evil (the Jew)
- Bastardization of religious forms of thought (i.e., Western European Christian eschatology and soteriology)
- Appealing to the notion of inborn dignity
- Describing Germany as in a symbolic rebirth
- Scapegoating/Projection
- Toggling between and intermingling material and spiritual explanations of events
In this talk, I want to pursue that question of spontaneous or deliberate by looking for these strategies in situations where there’s no obvious rhetorical gain from using them, where, in fact, they harmed deliberation: Hitler’s decision-making regarding the war he started. If repetition, scapegoating, and so on were cunning and strategic, then he wouldn’t have used them as bases of his decision-making when they hurt the war effort. But he did. And so did his generals, and so did many Germans. Burke didn’t just identify rhetorical moves, but ways of organizing and explaining the world.
Strategic misnmaming. Burke observes that in Mein Kampf, Hitler called his ideology of hate one of love. That strategic misnaming ran throughout his rhetoric: he called his invasions “counter attacks,” his war mongering “bringing peace,” and his chaotic polycratic system orderly. So did the Nazis generally, as in the now infamous Nazi language rules that Victor Klemperer describes so elegantly—language rules that Eichmann and his attorney were still following in 1960 as Hannah Arendt observed with some horror. One of Hitler’s most important misnamings was his persistent representation of himself and Germany as victims—something I’ll come back to later.
Repetition. Hitler was notorious for repeating himself in his meetings and speeches —something about which even his generals complained —but, more importantly, his military strategy was itself grounded in the notion of repetition. [Slide 5] His overall plan was to engage in a short, sharp war, in which Germany would retain the initiative, encircle entire divisions of the enemy, and capture massive amounts of land and material immediately. This is the traditional German/Prussian way of war, which military historians point out was Germany’s strategy dating back to Frederick the Great. In Hitler’s version, it relied on mastery of the air, a version that worked tremendously well through 1940. Hitler insisted on repeating that strategy long past the point when it was no longer working—when, for instance, the Luftwaffe was too weak to provide significant air support (really, any time after 1943), and he was in a defensive war of attrition (on both fronts after June 1944, but much earlier on the eastern front). For example, on December 28, 1944, he told his generals “Militarily, it’s critical that in the West we transition from this unproductive defensive posture to offensive warfare. Offensive operations alone can turn the war in the West in a successful direction” (557)
More important, WWII was itself a repetition of The Great War.
Losing a war should cause a country to reconsider its processes of deliberation—the disastrous outcome should cause a country to try to understand how it made that bad decision, and how to prevent a similar decision in the future. Unhappily, the opposite is likely to happen. Effective deliberation about going to war is stymied by the nearly universal sense that admitting a war was a mistake dishonors those who fought in it, by making their sacrifices all in vain. Thus, we are likely to try to refight a war we’ve lost with an increased commitment to the very policies and values that got us into the war in the first place. WWI was caused by nationalism, irrational optimism, desire for European hegemony and, in the case of France and Germany, the desire to relitigate the Franco-Prussian War of 1870.
Many German rhetors (Hitler was just one of them) proposed as a solution to Germany’s losing that war an increased commitment to nationalism, militarism, the desire to refight an old war, hopes of European hegemony, and irrational optimism.
Uniforms. Hitler paid careful attention to uniforms, with help from Hugo Boss, but not necessarily for the motives Burke infers (to convey authority)—I think he really liked uniforms. During his January 27, 1945 meeting with his generals—a time when the Soviets are rolling over German forces in the East and Anglo-American forces are rolling over them in the West, a time when careful thinking was desperately necessary—General Alfred Jodl mentions that Cossacks would participate in an action in the Papuk mountains (in Croatia), and Hitler responds:
The Cossacks are good. But why do we have to put them in German uniforms? Why don’t we have those beautiful Cossack uniforms?
Jodl: Most of them have Cossack uniforms.
Guderian. Red fur hats.
[Hitler]: Do they still have those?
Jodl: They have red trousers with silver stripes.
[Hitler]: We have to leave that. It’s wonderful. (Heiber, 650)
I think we have to consider that the brownshirt uniforms were so carefully designed not because Hitler had a cunning reason, but because Hitler really cared about uniforms, even when that concern was irrelevant, and possibly distracting.
Violence. Hitler continued the practice of public beatings of dissenters, intended to make his base feel like winners and intimidate potential critics.
Unification through common enemy. He unified Germany by making most of the major world powers his literal enemies (which worked up to a point—his popularity probably hit its height in 1941, with many people remaining or becoming loyal to Hitler and the Nazis because of the Allied bombings).
Accusing all dissenters of being Jewish. He, and the Nazis, characterized anyone who disagreed with them as either Jewish (their explanation of Roosevelt’s hostility) or controlled by Jews (their explanation of Churchill’s opposition).
Symbolic rebirth. The trope of symbolic rebirth turned up in virtually every speech, usually at the beginning (as it does in Triumph of the Will), but was also the basis of his remilitarizing Germany.
Inborn dignity. Hitler’s notion of inborn dignity—that Aryans/Germans are divinely entitled to world domination because of inborn superiority—informed his military decisions, to his detriment. As late as 1944, Hitler thought that he just needed one good win to get the US to sue for peace; David Stone says that Hitler
believed that the American soldiers were generally of poor quality, with potentially fragile morale, and were therefore vulnerable to a decisive counterstroke delivered as a complete surprise once they had over-extended the lines of supply upon which they depended. (Shattered Genius 328)
Hitler’s tendency to make bad military decisions on the basis of racist and nationalist stereotypes was shared with others. The Wehrmacht wildly underestimated the USSR because Nazis “looked down on Russians as untermenschen, racially inferior and therefore incapable of outsmarting the master race. As a result, the Wehrmacht continually fell for Soviet deception and was wrong-footed by most major Red Army offensives” (Dick 105-6).
That’s important: the Nazis’ (not just Hitler’s) belief in inborn dignity caused Nazis to make bad decisions, and the bad outcomes of those bad decisions never caused them to reconsider their racist premises.
Projection/scapegoating. Racist and nationalist premises directly relate to Hitler’s, Nazis’, and Germans’ propensity for projection and scapegoating. Germans were drawn to scapegoating Jews for the loss of The Great War partially because they couldn’t imagine that the Allies had superior military forces and strategies. Hitler’s tendency toward projection also meant that he assessed a situation in terms of what he would do, believing that everyone thought exactly like him—thus, the whole basis of Germany’s aggression (the terror of encirclement) assumed that all other countries had the same aspirations for European hegemony, and the same war-mongering goals.
Crucial to Nazi success was that the Nazi party relentlessly promoted a popular and comfortable narrative about its current problems. Germany’s decision to back Austria’s move in regard to Serbia (the catalyst of WWI) was grounded in aspirations for intra-European hegemony and a profound underestimation of their opposition. It was probably unwinnable for Germany the moment it became a war of attrition (after the failure to win the Battle of the Marne, or once the race to the sea turned into a stalemate), but definitely after the 1918 “Spring Offensive” failed (McElligott 21). Although Erich von Ludendorff had come to the conclusion that the war was unwinnable in September of 1918, he later—like Hitler and far too many other Germans–blamed the loss of the war on the mythical “stab in the back” (a reference to the ending of Wagner’s Twilight of the Gods) on the part of a liberal/Marxist/Jewish press and conspiracy.
In other words, projection and scapegoating about WWI were not just rhetorical moves on the part of Hitler in Mein Kampf, but ways of thinking that formed the bases of actions on the part of people long before Hitler even began speaking in beerhalls. Burke identified ways of thinking that informed individual and national behavior not just limited to Hitler.
This leaves the materialization/spiritualization move—the one my students find most difficult and yet, once they get it, most powerful. And, again, Hitler’s shifting and mingling material and spiritual explanations wasn’t just a rhetorical move that Hitler himself sometimes cunningly chose in order to deceive, deliberately, his audience. When he shifted, it was because the shift confirmed a basis of belief beyond argument.
In “Rhetoric of Hilter’s ‘Battle’” and War of Words, Burke mulled over the way that people alternate between spiritual and material explanations of phenomena, and he identified something it would take cognitive psychologists thirty years to acknowledge. Essentially, what Burke noticed is that we can deflect disconfirming evidence and/or resolve cognitive dissonance by reframing our explanations (involving what Wayne Booth would later call “motivism”).
Burke points out the “ominous” temptation of transforming “material interests” into “their corresponding ‘ideals’” (76). This toggling between material and ideal explanations, and the deflecting of material considerations by reframing them as really idealistic, was typical of Nazi rhetoric, perhaps most notoriously in Heinrich Himmler’s “Posen” speech—when he tries to reframe concentration camp sadism as courage and idealism.
Hannah Arendt aptly described the Nazi explanation of the war:
the lie most effective with the whole of the German people was the slogan of ‘the battle of destiny for the German people’ […] which made self-deception easier on three counts: it suggested, first, that the war was no war; second, that it was started by destiny and not by Germany; and, third, that it was a matter of life and death for the Germans, who must annihilate their enemies or be annihilated. (Eichmann 52)
Although she doesn’t use the terms, she’s pointing to deflection through idealization.
Hitler’s careful calculations of material conditions (such as the need for oil, tungsten, and consumer goods) persuaded him that he had to have won the war within three years, and that could only happen if he could avoid a two-front war, or, if worse came to worse, if he could dispatch the USSR within six months. By the summer of 1942, it was clear that he had failed on all three points. He hadn’t won in three years, he had a two-front war, the USSR was holding a line, and, even worse, the US was now involved.
Initially, Hitler’s mastery of material conditions and factors was impressive (from 1933 to 1941)—but, as those conditions deteriorated (1941-1945), he shifted more and more to spiritual explanations, to the point of absurdity.
On December 12, 1942, Hitler discussed with his generals the very grim situation of the Sixth Army encircled in and near Stalingrad. His generals tried to persuade Hitler of the serious material problems in order to get him to order, if not a fighting retreat of the army as a whole, at least a series of strategic retreats that would reduce the number of vulnerable salients. At one point, General Kurt Zeitzler tells Hitler “we have received from here reports of deaths caused by exhaustion—14 cases within 6 days” (19).
Zeitzler goes on to explain that relieving troops wouldn’t be able to get there anytime soon (if at all), and that, despite Goering’s assurances, even the Luftwaffe wasn’t able to solve the issue through delivering supplies. He tells Hitler,
[T]hey have to sit on this narrow front day and night, and they’re on the alert all night and have to get out. An example: the men don’t even take off their pants anymore; they just leave them on. (37)
Hitler responds by giving a lecture about the relative value of the troops in terms of their racial purity (that is, inborn dignity), whingeing about how he was right when his generals were wrong (scapegoating and projection—he had been wrong), and ends with, “I have to say one thing in all of these cases, I get too few suggestions from the Army for the Knight’s Cross” (37).
Hitler appears to believe that the material problems of the 6th Army (cold, severe shortages of food, fuel, and supplies) could be solved if they were given more medals. Material conditions could be overcome with sufficient will (spiritual) which could be fostered by medals (material and spiritual?)
In May of 1943, Hitler’s generals pointed out that there were difficulties getting Nazi troops from Sicily to the Italian mainland because of the destruction of the ferries. Hitler said, “the decisive element is not the ferry, but the will” and “Where there is a will there is a ferry” (137).
Hitler made bad military decisions because he sincerely believed in the power of the will—the spirit’s ability to triumph over material conditions. And he wasn’t alone in that belief. Citino describes the leadership of the Wehrmacht:
One of the characteristics of Prussian-German field commanders over the centuries had been their notion that they were capable of mastering even the most difficult strategic situation, the worst imbalance of men and materiel, and they could do it through sheer force of will (Retreat 26)
One of the odder instances of Hitler’s mingling of material/spiritual frames is the literalizing of metaphors through historical/religious typology.
Burke’s argument is that Hitler’s rhetoric worked because it was a bastardization of religious forms of thought, and I completely concur. Burke didn’t mention typology, another religious concept bastardized by demagogues. Typology is a way of reconciling the Hebrew Bible and New Testament by saying that characters in the Hebrew Bible are types that will be re-presented in the New Testament, and in the end times of Christianity. Oddly enough (or perhaps not), it’s long been a way to rationalize unethical behavior on the part of political and religious figures. For instance, 17th century American Puritans justified genocidal policies toward the indigenous peoples through identifying their in-group figures as the same type as some Hebrew Bible figure who had killed other peoples—such as Joshua or David. And think of the number of religious figures caught in adultery who claim to be David (a seriously flawed use of typology, as even conservatives admit).
Nazi typology regarding Hitler made him religious and historical: he was Charlemagne, Frederick Barbarossa, Frederick the Great, Napoleon, Jesus . As things got materially worse for the Nazis and Germany was clearly losing the war, Hitler seems to have started believing that the comparison to Frederick the Great was not just an analogy, or even metaphor, but a matter of fact—so true that Hitler could make plans based on Frederick the Great’s military career being a perfect prediction of his own. Because the Russian Empress Elizabeth’s death in 1761 caused the coalition of allies to fracture as they were advancing on Berlin (as part of what is commonly known as the Seven Years War), thereby saving Frederick from defeat, Hitler’s strategies for the war in 1945 were to hold out until Roosevelt’s death would cause the same fragmenting of the allies.
Speer describes the scene in Hitler’s bunker April 12, 1945 (less than a month before Berlin was over-run) when Hitler got news that Roosevelt had died:
Hitler caught sight of me and rushed toward me with a degree of animation rare in him these days. He held a newspaper clipping in his hand. “Here, read it! Here! You never wanted to believe it! Here it is!” His words came in a great rush. “Here we have the miracle I always predicted. Who was right? The war isn’t lost! Read it! Roosevelt is dead!”
He could not calm down. He thought this was proof of the infallible Providence watching over him. Goebbels and many others were bubbling over with delight as they exclaimed how right he had been in his reiterated conviction that the tide would turn. Now history was repeating itself, just as history had given a hopelessly beaten Frederick the Great victory at the last moment. The miracle of the House of Brandenburg! Once again the Tsarina had died, the historic turning point had come, Goebbels repeated again and again and again. (Inside the Third Reich, 549)
It’s as though they lost track of the comparison to Frederick the Great being a typological interpretation—an idea—and saw it instead as a material fact.
As an aside, I should mention that much of his understanding of America came from the cowboy and Indian stories of Karl May, just as his understanding of German destiny was drawn more from Wagner than any historian—the real and ideal were more than a little muddled for Hitler and his followers.
I have to say that the most irritating aspect of this project for me has been Nazis’ persistent propensity to feel sorry for themselves. Eichmann, the Nazis on trial in Nuremberg, the generals in their self-serving and fundamentally dishonest post-war memoirs, Goebbels in his diaries, and Hitler at every opportunity—they all whined. Even Albert Speer, who at least had the grace to be genuinely shocked at the films of concentration camps shown at his trial, whined during his sentence in Spandau Prison, without ever acknowledging that, as boring as his incarceration was, no matter how bad the Russian food, how ugly the paint on the walls, or how petty the rules, it was worlds better than the conditions under which the slave laborers in his factories lived, let alone the conditions of victims in the concentration camps he helped to build.
Arendt remarked on that same “trick” (her term): “So that instead of saying: What horrible things I did to people!, the murderers would be able to say: What horrible things I had to watch in the pursuance of my duties, how heavily the task weighed upon my shoulders!” (Eichmann 106).
While I think that some of the victim posture is related to what Paul Johnson has called “the rhetoric of masculine victimhood,” I think that most of it is what Burke calls deflection. And deflection works by breaking one association and creating another.
Ernesto Laclau argued that populist reason works by “equivalential chains”—the demands of various people who are identified as “the people” perceive “an accumulation of unfulfilled demands” as essentially equivalent. Clean water is much like good wages is much like good schools (73). And, as he noted, as we move along the chain, the connections among the links might be tenuous, such as between clean water and good wages (75). He also observes that the creation of equivalential chains is part of a three-part process, including, as the second step, “the constitution of an internal frontier dividing society into two camps” and the third step is “the consolidation of the equivalential chain through the construction of a popular identity which is something qualitatively more than the simple summation of the equivalential links. “(77). That is, the in-group.
It’s that second step—the two camps move—that Laclau didn’t follow up in his discussion of equivalential chains; but it’s important. Equivalential chains, or the associations and identifications that Burke noted, aren’t just about who we are—it’s about who we are not. That insight is acknowledged, but also not really pursued, in Chaim Perelman and Lucie Olbrechts-Tyteca’s explanation of dissociation. To show dissociation, they have pages of maps of the paired terms that someone dissociates—they’re more interested in the dissociation, but I think the concept of paired terms deserves more attention.
What The New Rhetoric notes, although just in an aside, is that a valued term is valued because it is asssoiated with another valued term and it is not the devalued term. [Slide 10] For example, Jamieson describes the rhetoric of the 2016 pro-Trump trolls:
Those who endanger us include Muslims, illegal aliens, Black Lives Matter activists, atheists, demanding women, those who oppose gun rights, and Hillary Clinton, to name a few. Among those cast as ‘we’ were white males, Donald Trump, Christians, veterans, and workers whose jobs are threatened by bad trade deals and job-stealing ‘illegals’. (45)
That’s paired terms.
There are, as Laclau says, terms that are tenuously connected—advocates of the MOAR GUNZ NRA rhetoric are not particularly likely to be Christian, and there are feminist Christians, BLM activists are not necessarily opposed to gun rights, and atheists have little to do with Muslims—out-group terms only share that they are opposed to some value associated with the in-group.
When people make judgments simultaneously by association and opposition, then all sorts of odd things get connected. Burke notes the paradox that Hitler, in Mein Kampf, condemns Jews as both communists and capitalists—that association works because, for his audience at the time, capitalist (meaning people who oppress the working class) and communist (meaning anything to the left of Hitler) were both on the “them” side of paired terms. They aren’t logically associated with each other, but only associated through a similar place in the associational/binary method of reasoning in which we too often engage. I think one of the best examples of this associational/binary method of reasoning is the German/Nazi victim stance.
The set of paired terms that enables that stance is:
Because there are only two possible positions—victim or persecutor—and those two are completely opposed, if you can show that you are, in any way, a victim, you have shown that the other side must be the persecutor.
What the Nazis did, prior to every invasion, was publicize or fabricate acts of aggression against “Germans” (such as discrimination against speakers of German in Czechoslovakia, the faked attack in Poland, lies about the number of Soviet tanks on the border). Any action against any “Germans” (such as German-speaking Czechs) justified any violent response on the part of Nazi Germany—regardless of provocation, regardless of proportion. It’s interesting to me that, even after the war, when every reasonable person would have concluded that the Nazis lied, and nothing they said should be believed, many people still cited Nazi claims of victimizations as justifications for what Germany did. And that included people who believed that they had rejected Nazism and seen the light.
Hannah Arendt argued that language was important for self-deception, and that one kind of self-deception was the failure to think. Her argument on that point was misunderstood and misrepresented—she never said that Adolf Eichmann was an automaton, or mindless, and certainly not stupid. In Life of the Mind, she described what she saw at the trial:
It was not stupidity but thoughtlessness. [….] Cliches, stock phrases, adherence to conventional, standardized codes of expression and conduct have the socially recognized function of protecting us against reality (Life 4).
Eichmann thought—he thought very carefully about what trains to use, where to send them, how to rob Jews more effectively, how to send as many as possible to camps. He thought a lot about his career. Hitler thought very carefully about how to conduct a war of annihilation, what weapons should be developed, what troops should be sent where. And his generals also thought very carefully about how to do their jobs.
But, as far as Arendt was concerned, Eichmann wasn’t thinking because he had an “almost total inability ever to look at anything from the other fellow’s point of view” (48). He, like Hitler, thought he knew what others were thinking, but he didn’t, because he just assumed they thought the same things he did. For instance, he whinged to his Jewish guards about his failure to advance as far in the SS as he had hoped, and he expected the guard to sympathize. He engaged in projection.
The strategies that Burke identified weren’t just deliberate rhetorical strategies of Hitler’s: they were ways of thinking shared with enough people to put and keep him in power. And the notion that Hitler was authentic, despite, or perhaps even because of, his persistent inaccuracy and dishonesty, was important to that success. When we ask if Hitler was sincere or manipulative we ask the wrong question because we falsely assume that there is a distinction between being authentic and being deceptive, and there isn’t.
Jamieson points out the importance of the perception of Clinton as disingenuous and Trump as authentic for voters in 2016:
Unlike Trump, whose freewheeling rhetoric was consistent with the assumption that ‘what you see is what you get,’ Clinton’s wariness of the press, caution when speaking extemporaneously, and discomfort with personal narrative all invited audiences to read between the lines while also asking, what wasn’t she saying. (206)
I’m saying that the concept of paired terms explains the paradox of someone deciding that someone who has a book in which he talks about his reliance on dishonesty to get good deals would seem authentic and trustworthy. Telling someone that you lie to others should make you less reliable, but, as Burke said, by including you in the scam, the scammer might get you to think that he wouldn’t lie to you. A self-confessed liar can seem authentic as long as s/he seems to care, sincerely, about the in-group, and that is signaled through having the right paired terms.
What paired terms enable is the deflection that Burke noted is done through shifting between spiritual and material explanations. Clinton’s admission of saying different things to different audiences is given a different spiritual explanation—it’s a sign of who she is; it’s a consequence of her being a bad person. Trump’s admission of saying different things to different people is explained as made necessary by external factors, as coming from sincere concern for in-group members. Clinton’s deceptiveness means she can’t be trusted; Trump’s means he can.
For in-group members, a logically incoherent argument that plays the paired terms effectively—that signals a shared understanding of in-group and enemy, through what terms are associated, and which ones are set in opposition—resonates with a base looking for someone who really gets them. Whether that leader is being accurate doesn’t matter—his shared in-group identity is authentic, and that’s enough.
There is a conventional view of Hitler as a magician with a word wand who hypnotized, seduced, or scammed passive Germans. He wasn’t. He was a grifter who made millions from Mein Kampf and never paid taxes, who said he would use his personal wealth to pay for various government expenditures (he didn’t, but people might have thought he did), and who persuaded the conservative (left-phobic) elite and middle class that he unapologetically believed in the inborn dignity of whites to dominate in Germany and for Germany to act without restraint on the part of the goals of other countries.
Hitler didn’t magically convert people to that point of view—he gave expression to what a lot of Germans thought. Nazi rhetoric provided ways of thinking about German actions that made people more comfortable with something they already wanted to do. Persuasion is always really self-persuasion, and deception is always self-deception—the rhetoric of others just gives us the tools we can choose to use to persuade ourselves. [Slide 13] In regard to the 2016 election, Jamieson says, “When voters integrate their own assumptions into content, they become accomplices in their own persuasion” (83). Or, in Burke’s words, “
Our job, then, our anti-Hitler Battle, is to find all available ways of making the Hitlerite distortions of religion apparent, in order that politicians of his kind in America be unable to perform a similar swindle (219)
Mo Brooks, the Big Lie, and Bad Hitler analogies
There is a media kerfuffle, and much pleasurable outrage, about an Alabama congressman quoting a foaming-at-the-mouth antisemitic section from Mein Kampf.
As is usual with the media, it’s all outrage, oddly misplaced, and misses the really important point about the incident.
Hitler says that Jews stick to one big lie, and just keep repeating it. Of course, that is what Hitler did, and was doing in the moment of the accusation.
Hitler’s point is that, if you create a big lie, you should stick to it, and insist on it, and people will accept it. And Hitler did that all the time, as in his insistence on blaming all of Germany’s problems on socialists (whom he insisted on characterizing as communist). But there is a performative point that Hitler is making, too, meaning that Hitler’s rhetorical power came not just from what he argued but how he argued.
Hitler blamed everything, including the faults of his own party, on the Jews. That was his big lie. His big lie was that Germany’s problems could be solved by excluding the impure people (Jews, Romas, Sintis, homosexuals, communists, union labor organizers, feminists, immigrants) from the community.
Brooks was, in his speech, repeating the GOP Bit Lie: that Trump didn’t collude with Russia, that it doesn’t matter if he did, and that anyone who is concerned about the issue is a socialist. There is another GOP Big Lie Brooks repeats: that Hitler was a leftist because his party was socialist.
Hitler, in that passage was (as he always was) projecting onto his out-group (“the Jews”) what he was doing in that moment.
And that is what matters about the Alabama congressman. Not that he cited Hitler, but that he was projecting. In a speech that was the repetition of a Big Lie (that Trump did nothing wrong), Brooks condemned the left (whom he called “socialist”) for doing what he was doing in the moment of the accusation: repeating a Big Lie. And that’s important.
But various leftist media instead condemned him for quoting a rabidly antisemitic passage from Hitler (e.g.). That’s an incoherent criticism. He was quoting Hitler in order to condemn anyone who disagreed with him. He wasn’t endorsing Hitler. He wasn’t endorsing Hitler’s antisemitism.
That criticism either assumes a kind of guilt by contact argument, or else assumes that it can invoke the pleasures of outrage on the part of people who won’t click through to figure out what he actually said.
I think it’s probably a bit of both, and I think both are harmful to the left. If it’s the association argument, it’s promoting the notion of pure speech, that doesn’t anything bad. If it’s the pleasure of outrage, it just makes lefties look like dumbasses.
Brooks’ argument was bad faith; it was also incoherent; it was also self-referential. Let’s take him to task for those issues, not for antisemitism.
Demagoguery; Or, the Pleasures of Outrage
Trump is commonly accused of being a demagogue. So were Obama, Reagan, FDR, Lincoln, and, well, pretty much every rhetorically effective President, and so are Keith Olbermann, Rush Limbaugh, Rachel Maddow, Bill O’Reilly, Ann Coulter, Michael Moore, Louis Farrakhan, Alex Jones. MLK was frequently condemned as a demagogue, which is interesting, since he’s now presented as the civil and moderate choice. I’ll come back to that.
In other words, the term “demagogue” is what scholars of rhetoric would call a “devil term”—it’s a term meaning you don’t like that person.
Using it that way is profoundly factional—demagogues are the political leaders of that party. That use of the word demagogue, I’ll argue, fuels demagoguery. In this talk, I want to consider what it would mean to think about demagoguery in a way that would enable us to identify demagoguery in our leaders, in our way of thinking about politics, in how we argue. And I want to point to some more productive ways to do all of those.
In this talk, I’m going to emphasize three concepts: in-group/out-group thinking; policy argumentation; and demagoguery.
When I began this talk, or perhaps even when you heard I would give this talk, you paid attention to cues as to whether I agree or disagree with your politics. If you decided, on the basis of various cues about my group identity (I’ll explain that in a bit), that I’m in your in-group, then you relaxed, your shoulders might have dropped, and you prepared to listen to what I have to say. If you decided I’m in an out-group, you invoked all of your critical thinking apparatus, you sat up straighter, making even your body reject what I was going to say.
That’s called in-group/out-group thinking.
In social psychology, the “in-group” is not the group in power; it’s the group you’re in. If being vegan is important to your sense of identity—if it’s something you tell others about yourself—then “vegans” is one of your “in-groups.” (We all have many in-groups.) It doesn’t matter that, in terms of cultural and political power “vegans” is a very marginal groups; it’s an in-group for you.
If being a “vegan” is an important identity for you (an in-group) then you probably have some group (or groups) you think of as being opposed to you—an out-group. Perhaps it’s omnivores, Romaine eaters, Nancy Pelosi, Republicans, people you’ve decided are “unhealthy,” lizard men. What matters is whether the pro-vegan groups in which you hang out share a sense that you are an “us.” And that “us” implies some “them” Sometimes there is more than one out-group. At U of Texas, it’s the Aggies (Texas A&M) and Sooners (U of Oklahoma). At A&M, it’s the Longhorns (U of Texas) and the Tigers (LSU). So, they aren’t always perfectly symmetrical.
We attribute far too much importance to in-group and out-group identities—we’re more likely to trust someone we perceive as “in-group” even if the issue at hand has nothing to do with that group. Whether someone else is vegan shouldn’t influence your willingness to buy a car from them, find their stance on immigration more credible, rely on their judgment about technical issues, but perception of shared group membership does exactly that: a person who shares one in-group with us is likely to be more trusted on irrelevant topics. People are more likely to trust and prefer others who share a birthday (Finch &Cialdini 1989; Burger et al. 2004; Walton et al. 2013), a first name (Burger et al. 2004), first-letters of a name (Hodson et al. 2005), facial similarities (Bailenson et al. 2008), even an invented category like sharing a rare “fingerprint type” (Burger et al. 2004) when deciding how to vote, how to distribute money, whether to invest with or buy something from a person—and those shared characteristics are all completely irrelevant.
The in-group is partially constituted by the out-group (we are who we are because we are not them). And someone can activate in-group favoritism by signaling that they feel animosity toward an out-group. My husband is an Aggie, and I teach at U of Texas. More than once a salesperson has seen my husband’s Aggie ring, and said something to both of us about how awful the Longhorns are. One of the more entertaining times this happened, it was when we were buying a car for me. The salesman simply assumed my husband hated Longhorns, and that my husband did the thinking for both of us.
We have a tendency to reason from identity—to look at someone and make a quick assessment as to whether they are reliable, credible, intelligent, ethical. And then, having made that determination, we process other information about them differently. That determination, however, is likely to be largely on the basis of in-group favoritism. And, once we’ve decided they’re in-group and reliable and so on, then we’ll use what social psychologists call “motivated reasoning” in order to try to confirm our initial perception. Our sense of ourselves as good people, and a good judge of people, is now tied up in confirming that our initial assessment of them was correct.
It would be uncomfortable to admit that we were wrong in our assessment of our in-group; it is pleasurable to feel that we (and people like us) are, if not always entirely right, at least never as bad as the out-group.
The dominant model of how we reason is what is often called “naïve realism.” It says that, if we’re going to make a decision, we should first try not to have any preconceptions (this isn’t possible, by the way). We should first look at the data, perceive the information, then reason. You can make sure that you’re right by going through this process again.
That isn’t how it actually works.
Imagine that we meet someone, call him Chester, and we want to figure out if he is ethical and reliable.
This is probably what the process is.
Something happens—you meet Chester. You have various prior attitudes—such as your beliefs about the topics Chester brings up, and the affect you’ll have about Chester/the incident that are incidental (that he reminds you of someone you like, that he looks like you, shares your birthday, you are hangry). These non-conscious factors lead to considerations about which you might be aware (Chester seems nice; Chester seems like a jerk; Chester seems to have the opposite of your politics). You might deliberate about Chester, all the time unaware of the way that your evaluation of Chester is so heavily influenced by those non-conscious factors.
Our determination isn’t emotional, exactly—it’s closer to what Aristotle called “intuition” and what many cognitive psychologists call “System 1” thinking.
Research is clear that we can’t suppress or ignore those non-conscious factors because we can’t do anything about them as long as they are non-conscious. Some cognitive psychologists (including Lodge and Taber) have tried telling people to think carefully, to take their time, to check their reasoning, and yet they still find that people are still significantly (and non-consciously) relying on motivated reasoning that is largely confirming the beliefs and affects that come from the non-conscious signals (triggers, or frames, depending on what metaphor you want to use). I’m much more hopeful about it, because I think Lodge and Tabor are right insofar as they are testing whether people will quickly give up important beliefs—that is, in a single sitting—but that isn’t how political reasoning necessarily works.
A lot of the experiments on these issues about people changing their minds involve bringing people into a psych lab, determining their hot commitments, giving them disconfirming information of those beliefs, and then noting that people don’t change their beliefs (or don’t change them on the basis of rational argumentation). But it wouldn’t be rational to abandon an important belief because someone in a pysch lab gave you new information. People do change our beliefs, for all sorts of reasons and in all sorts of ways, and some of those narratives of personal change involve rational argumentation (such as those in How I Changed My Mind About Evolution).
Let’s set that aside, and talk about demagoguery.
Demagoguery works by appealing purely to those kinds of non-conscious considerations, ratcheting them up with dog whistles, claims of existential threat to the in-group, reframing all policy issues into a war between the in- and out-group that is best won by pure loyalty to the in-group (and whatever leaders happen to best embody the in-group).
Politics is about policies. Ultimately, political determinations are decisions about which policies we should pursue, and it’s relatively clear what is a helpful way to argue about policies—policy argumentation.
Policy argumentation can (and probably should) happen any time people are deliberating a new course of action. There are, loosely, two kinds of cases that participants might make: affirmative (arguing for a particular course of action) or negative (arguing against a course of action someone else has advocated).
The affirmative case has two parts: the “need” (showing we have a problem and need a solution), and the “plan” (where a plan is described and defended.)
Within each part, there are certain “stock issues” (sometimes called “stases”—the traditional term for them).
Need:
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- there is a problem (ill or need);
- it’s very serious;
- it is caused by X;
- it will not go away on its own.
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Plan:
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- here is my plan;
- my plan solves the problem (ill or need) I identified in the first part of my argument (solvency);
- my plan is feasible (feasibility);
- my plan will not cause more problems than it solves, or cause a worse problem than it solves.
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A negative case refutes the argument on any (or all) of those stases.
What happens in a culture of demagoguery is that rhetors spend a lot of time on the need part of the case—and the “ill” (or problem) is that there is an out-group who is the cause of our problems. They are dangerous. We are, this argument runs, faced with extermination, and we don’t have time to deliberate (this is what the philosopher Giorgio Agamben calls “the state of exception”).
Because the problem is the presence and power of an out-group, the solution is, at least, their exclusion from policy discourse, and perhaps their exclusion from our community, or even their extermination.
The “plan” such as it is (and it isn’t much) is that you should throw all of your support behind me, or behind my party, or behind the plan I propose. Instead of arguing solvency or feasibility, demagoguery shifts back to need, or attacking critics as necessarily “them.”
Let me give an example.
In 428 BCE, Athens was in the midst of a long and nasty war with Sparta. Mytilene, a city-state on the island of Lesbos some distance from Athens, was an Athenian ally that had a pro-Sparta revolt. Athenian had been warned that a revolt would happen (by pro-Athenian Mytileneans), and was able to send Paches, a general, with a fleet to put down the revolt. He succeeded. The leader of the revolt was executed. Paches took prisoner people that seemed to have been the main ones involved in the revolt. The question was what Athens should do.
Athens had various options. One option not on the table was to do nothing—they’d already enacted execution. They could, however,
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- Do nothing further, and restore Mytilene to its somewhat privileged status as an ally
- Do nothing further, but reduce Mytilene to a client-state
- Execute everyone associated with the revolt, and restore Mytilene to its somewhat privileged status as an ally
- Execute everyone associated with the revolt, and reduce Mytilene to a client-state (Diodotus’ argument)
- Execute all the men of Mytilene, including those who had alerted Athens to the pending revolt, and sell all the women and children into slavery (Cleon’s argument)
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Thucydides, a historian living at the time, gives us his version of the debate that occurred in Athens. He says that, initially, the Athenians opted for the third, but woke up the next morning from a kind of rhetorical hangover, like texts from last night on papyrus, and had doubts. The debate was reopened.
Thucydides’ work is the beginning of a shift in the word “demagogue,” from a neutral term (leader of the demes—essentially the middle and working classes) to a negative term meaning a rhetor who argues a particular way. Thucydides didn’t much like Cleon, but he had no objection to leaders of the demes—the hero of his history is Pericles, who was also a leader of the demes. Thucydides’ opposition to Cleon came from his belief that Cleon’s way of arguing was disastrous for democratic deliberation. Aristophanes and Aristotle seem to have thought so too, and they have the same criticisms of how Cleon argued.
Cleon’s argument for mass killing relies on five claims:
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- Athenians are soft, spend too much time deliberating, think too much, and don’t understand that an empire is based in terror;
- mass killing will terrorize all the other Athenian city-states into submission (the first recorded instance of genocide conceived as a rhetorical act). Once they see how brutally Athens responds to revolt, no one will ever dare revolt again;
- the Mytileneans hurt Athens and the only way to respond to injury is violence; to do nothing (which he claims is what his opposition is advocating) is to reward Mytilene for hurting Athens;
- his argument is so obvious that the only explanation for people arguing against it is that they are secretly in the pay of enemies of Athens;
- Athenians might be tempted to fall for those corrupt rhetors’ arguments out of feeling compassion for people who want to kill them.
If you map this argument back on to the “stock issues” of policy argumentation, you can see the problems with his argument.
Need:
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- there is a problem (ill or need); his ill isn’t about the Mytileneans—it’s about how Athenians are weak-willed, too kind, too moved by argument, too prone to thinking about things, don’t act from anger (in other words, Cleon is telling a democracy that their problem is that they are a democracy);
- it’s very serious; he says Athens will lose its empire unless it toughens up and terrorizes everyone;
- it is caused by X; it’s caused by Athens having people who like deliberation;
- it will not go away on its own; he never mentions this.
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Plan:
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- here is my plan; he can assume that people know his plan from the arguments on the previous day—mass killing and enslavement;
- my plan solves the problem (ill or need) I identified in the first part of my argument (solvency); his plan does nothing as far as solving what he identified as the “ill”—that Athenians like to deliberate—the implied solution to that problem is that Athens should become a tyranny with him the tyrant; as far as the problem Athens is actually facing—what to do about its allies and client-states in the long war, he asserts, but doesn’t argue, that mass killing will terrorize the client-states;
- my plan is feasible (feasibility); nothing;
- my plan will not cause more problems than it solves, or cause a worse problem than it solves; nothing.
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In other words, Cleon isn’t engaged in policy argumentation. Not even a little. Cleon isn’t even really arguing about the case at hand—he just asserts he’s right, and that anyone who disagrees with him is a traitor. Cleon’s argument isn’t about Mytilene—it’s about how Athenians should deliberate, and, he says, they shouldn’t—they should stop thinking and just listen to him. And notice that Cleon makes people who want to deliberate—the basis of democracy—a traitor to a democracy. That’s what demagoguery always does.
His argument isn’t about policy, but about identity. He divides the issue into an us (angry, manly, dominating, clear, decisive, realistic) and them (dithering, too compassionate, wanting to do nothing, deliberating). The first kind of person is right; the second has no legitimate argument to make, and should be silenced.
Cleon is arguing that politics isn’t about policies, but is a zero-sum battle between good (strong, manly, punitive, angry and yet in control, decisive, realistic) people who think in black and white terms and bad (people who believe in the processes of democracy). Cleon’s argument is an argument against democracy itself.
Cleon was trying to pretend his argument was rational, realistic, and clear-thinking, and that the opposition argument was fuzzy and compassionate. He was wrong on both counts.
Cleon’s entire argument was based on two fallacies: a false binary, and straw man (two fallacies often connected in demagoguery). [Go back to slide 7] As I mentioned earlier, Athens had many possible options in regard to Mytiline—no one was arguing for the position Cleon represents as “the opposition.” And Cleon never answers the argument that Diodotus actually makes.
That’s typical of demagoguery—turn a complicated array of possible policy options into a binary of “my way or nothing.”
Diodotus’ argument was for a more punitive position than anything done previously by Athens. Cleon represents it as doing nothing. That’s the straw man fallacy.
It’s also lying about his opposition. In general, when people engage in straw man fallacy, it’s either because they’re ignorant of the opposition argument (that is, they live in an informational enclave) or they know what it is and they choose to lie about it. And, if they lie about it, it’s because they don’t really have a good argument against what the argument actually is.
There was nothing compassionate or soft about the opposition argument. Personally, I find it heartless. Diodotus, his opponent, was arguing for execution of the people plausibly associated with the revolt. Diodotus, argued entirely on the grounds of policy argumentation (he hit the marks, which Cleon didn’t).
And, at least as Thucydides tells us, and is reasonable to infer from history, Cleon was wrong and his opponents were right. As Athens became increasingly punitive and authoritarian toward other members of its empires, it created enemies for itself, and allies for its enemies.
More important, Cleon’s kind of rhetoric became the norm. The most disturbing passage in Thucydides is his description of how the zero-sum factionalism of Greek city-states corrupted deliberation.
Thucydides says that the things previous valued in democracies—fairmindedness, inclusive deliberation, being willing to compromise, listening to various points of view, trying to argue well, striving to think things through, making party less important than polis—have all been lost. Instead, all that anyone cares about is their faction (we’d use the term “party”) winning, at any cost. Things we would find outrageous behavior if done by them we think perfectly fine if we do them; compromise, looking at various sides—that’s just dismissed as being a girly girl; wanting to take the time to think things through and get information, that’s just cowardice; not wanting to take the most extreme action right now—that’s just wanting to do nothing at all. They wanted leaders who were angry, unwilling to compromise, committed to the most extreme proposals, and refusing to work with anyone who disagreed. Blocking the actions of your opponent was just as good as actually getting anything done.
The democracies of this era had become cultures of demagoguery.
This tendency to frame all policy issues as a zero-sum choice between the two major factions would lead to Athens’ just plain dumb decision to invade Sicily, and to do so in such a way that it opened itself up to attack from Sparta. It would be the end of the Golden Age of Athens. That’s what happens in a culture of demagoguery. That’s what it did in Rome; that’s what it did in the various Italian republics; that’s what it’s done in many other democracies—from Germany in the 1930s to Venezuela now—abandoning inclusive policy argumentation in favor of reducing every argument to how your party can trounce the other destroys democracies. And we’re in that culture, and we have been for at least twenty years.
So, what do we do?
Well, there are a few things.
The notion that we can do anything useful about this by creating a third or fourth party won’t work. I used to think that, but reading more about Weimar Germany (which had over six parties) nipped that notion in the bud. Nor will ending straight-ticket voting do anything useful. It isn’t the parties that matter—I’m not even sure it’s how people vote that matters.
It’s how people argue that matters. It’s how you argue.
If you listen to me and think, “Oh, yeah, Those People do this all the time—they’re just Cleon,” you’re missing my point. You’re still engaged in demagogic reasoning. What matters is whether you are engaged in demagogic reasoning.
So, how do you stop that?
First, stop putting all issues into left v. right. That’s like trying to categorize all people as at this moment using their left hand v. at this moment speaking French. Some people are doing both, most people are neither, and it varies from moment to moment.
Second, get out of your informational enclave, and, when you put that with the first recommendation, that means don’t just flip between Maddow and Hannity, or Mother Jones and the Drudge Report. Toggling between highly partisan media doesn’t make you more informed; it just makes you more angry. Every reasonable political position has someone smart making a smart argument for it—find those smart arguments.
Instead of thinking left v. right, think about the array in regard to the relevant axes. For instance, for some issues this is my set of go-to sites.
I’d have a slightly different list for something about immigration, or religion, or the environment.
Third, simply asking yourself if you have reasons for your position doesn’t make you reasonable. Thinking you are not motivated by feelings doesn’t make you rational. It’s more useful if we think about a rational stance as one that meets two standards:
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- you can imagine the circumstances under which you would change your mind—could your mind be changed by new data? what would that data be?
- you have listened to smart versions of opposition arguments. can you summarize your opposition’s argument in a way they would say was fair and accurate? have you looked at the data they’ve provided?
And a rational argument is one that argues in a way that you apply consistently– so, if your argument about one Constitutional amendment is grounded in the intentions of the people who wrote it, is that how you read all of them? If not, your argument isn’t rational.
Would you consider your way of arguing rational if made by your opposition—if you think your argument must be accepted because you can describe a personal experience to support it, would you abandon it if your interlocutor told you a personal experience of theirs to refute it? In other words, are you consistently treating personal experience as sufficient support?I’ve been going on a long time, so I’ll just mention a few resources that can be helpful. I really like the ten rules of two philosophers—Fran van Eemeren and Rob Grootendorst (1984).
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- Parties must not prevent each other from advancing standpoints or casting doubt on standpoints.
- A party that advances a standpoint is obliged to defend it if the other party asks him to do so.
- A party’s attack on a standpoint must relate to the standpoint that has indeed been advanced by the other party.
- A party may defend his standpoint only by advancing argumentation relating to that standpoint.
- A party may not falsely present something as a premise that has been left unexpressed by the other party or deny a premise that he himself has left implicit.
- A party may not falsely present a premise as an accepted starting point nor deny a premise representing an accepted starting point.
- A party may not regard a standpoint as conclusively defended if the defense does not take place by means of an appropriate argumentation scheme that is correctly applied.
- In his argumentation, a party may only use arguments that are logically valid or capable of being validated by making explicit one or more unexpressed premises.
- A failed defense of a standpoint must result in the party that put forward the standpoint retracting it, and a conclusive defense of the standpoint must result in the other party retracting his doubt about the standpoint.
- A party must not use formulations that are insufficiently clear or confusingly ambiguous and he must interpret the other party’s formulations as carefully and accurately as possible.
By the way, this isn’t saying that you have to treat everyone discussion this way—it’s just the set of rules for a rational argument. If you’re talking to someone who consistently violates the rules, you aren’t in a rational argument, regardless of what you do. This is a relationship that takes two. In addition, there are really worthwhile conversations that aren’t like this—a time you can’t persuade each other, but you can learn from each other.
The book Superforecasting has a great list of how to counteract the various cognitive biases we have. Philip Tetlock has listed those rules as the “Ten Commandments for Aspiring Superforecasters.” One of the most important premises of his work is that there is not a binary between being certain and being clueless. Pure certainty is a personal feeling, not a cognitive state—be willing to acknowledge that we live in a world in which we range from being able to be pretty certain to not at all certain, and we need to think about where on that continuum a decision is ranges. Tetlock says, there is a big difference between the amount of justifiable confidence we can have about who will win the 2019 World Series than who will win the 2050 one.
The last point I’ll mention is something that Diodotus says. Diodotus began his speech, not by talking about Mytilene, but by talking about talking. Diodotus said, “The good citizen ought to triumph not by frightening his opponents but by beating them fairly in argument.”
[slides by Alexander Fischer]
Citations
Applegate, Kathryn et al. (2016) How I Changed My Mind About Evolution: Evangelicals Reflect on Faith and Science. IVP Academic.
Bailenson, Jeremy N., et al. (2008). “Facial similarity between voters and candidates causes influence.” Public Opinion Quarterly 72.5, 935-961.
Burger, J. M., Messian, N., Patel, S., Prado, A. del, & Anderson, C. (2004). “What a Coincidence! The Effects of Incidental Similarity on Compliance.” Personality and Social Psychology Bulletin, 30(1), 35–43.
Eemeren, F.H. van, & Grootendorst, R. (1992). Argumentation, communication, and fallacies: A pragma-dialectical perspective. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hodson, G., & Olson, J. M. (2005). “Testing the generality of the name letter effect: Name initials and everyday attitudes.” Personality & Social Psychology Bulletin, 31(8), 1099-1111
Kahneman, Daniel. (2013). Thinking Fast and Slow. Farrar, Straus and Giroux
Poehlman, T. et al. (2013). “The name-letter-effect in groups: sharing initials with group members increases the quality of group work” PLoS one, Vol. 8 , Issue 11
Tetlock, Philip. https://fs.blog/2015/12/ten-commandments-for-superforecasters/
Thucydides, History of the Peloponnesian Wars. (1998). Trans. Steven Lattimore. Hackett Publishing Company, Inc.
Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). “Mere belonging: The power of social connections.” Journal of Personality and Social Psychology, 102(3), 513-532.
On “healthy” rhetoric and “healthy” democratic deliberation.
I’ve been struggling in my work to find a good term for when a community is firing on all cylinders as far as deliberation. I’ve ended up on “healthy” as the term, but I REALLY dislike the metaphor.
What I really mean is “good enough” argumentation. I’m moved by Winnicott’s notion of “good enough” mothering. But that’s too complicated a term, since it means explaining what Winnicott was saying. (And Winnocott is kind of problematic.)
The “healthy” term, though, is really vexed. For one thing, it’s kind of ableist. While I think that people with all sorts of disabilities can enact [whatever we’re calling good-enough] argumentation, so this isn’t some kind of intentional delegitimizing of people who aren’t healthy, I’m twitchy about how associational thinking is so dominant. If we talk about good enough argumentation as “healthy,” I think there is a good chance of it seeming to say than people who aren’t “healthy” can’t participate.
Second, the “healthy” metaphor seems to me twitch-inducingly close to the ultimately-genocidal metaphors of some people being cancers on or infections of the body politic.
In western culture, we tend to think of a “healthy” body as one that is free of bad things (some day, I would love to write a long post about how I think that’s a bastardization, in Burke’s term, of Christian notions). Were we able to think of a “healthy” body as one that is effectively incorporating the challenges of new situations, then “healthy” would be a perfect metaphor for what democracy needs to be.
I’m headed to a conference about healthy rhetoric, and I’d love to be able to offer useful alternatives to that metaphor. Thoughts?
Teaching a class on Hitler
I mentioned elsewhere that, after years of avoiding it, I decided I should teach a course about racism. I was hesitant because I think there are too damn many white people telling non-white people about their experiences. I decided to teach it when I realized my goal wasn’t telling non-white people about their experiences, but about trying to get people currently on the winning side of institutional racism to understand why and how we’re winning, and how to talk to other people of privilege about racism without falling into the thoroughly useless slough of white liberal guilt.
My area of scholarly interest (sometimes I say “expertise,” but I really shouldn’t, since there is no way to be an expert on this) is train wrecks in public deliberation (aka, pathologies of deliberation). Cases that I thought would be really different turned out to be very similar: evasion of policy argumentation in favor of factionalized zero-sum thinking; the reduction of the varied array of available policy options to This Policy or Doing Nothing; the assumption that the course of action is obvious, and motivistic dismissals of anyone who criticized This Policy, or even wanted time to think (they’re on the side of the enemy, they want us to do nothing, they’re cowards, they’re effeminate); faith in The Will, so that a plan is completely impractical is irrelevant because Real Americans (Athenians, Germans, Whatevs) who beleeeeeve enough can make it happen (meaning political discourse is now reduced to the scene in Peter Pan when the audience claps enough to make Tinkerbell shine again); and, well, a lot of other things.
Those things (scholars of rhetoric would call them topoi) show up in all sorts of places. I’ve listened to people appeal to the “if we commit with full will to this plan it must succeed” topos in gatherings of political groups, MLA Delegate Assembly meetings, far too many State of the Unions or political speeches generally, Sunday school, faculty meetings, Fourth of July speeches, homeowner association meetings, even a random guy who stopped to talk to me while I was weeding appealed to it. It’s in self-help rhetoric, pickup artist rhetoric, the entire world of make money fast, any incarnation of prosperity gospel, weight-loss ads, and far too much discourse about politics.
My goal in teaching, like my goal in scholarship, came to be to persuade people that what matters about what people argue is what it means for how they think about political argument. And, it’s pretty clear that certain topoi are consistently problematic, such as the “if you have enough will” topos.
It’s hard for people to see the problems with many of the most consistently disastrous topoi since it often took years before the disastrous outcome happened. (And, as with the slaver state commitment to slavery, when their commitment turned out to be disastrous, they just pretended they’d never had it—a not uncommon response to profoundly disconfirming evidence.) And even now, many generations later, many descendants of the people who made the disastrous decision to go to war over slavery won’t admit it’s a mistake.
War, famously, has a way of testing theories very quickly: no battle plan ever survives contact with the opposition, and the enemy has a vote. Someone might argue that the CSA was right to go to war to protect slavery and get some supporters, but they’d have a very hard time getting anyone to support the argument that they won that war.
I developed a course, “Deliberating War,” that was an attempt to: 1) complicate students’ understandings of public discourse, especially to disentangle deliberation from compliance-gaining; 2) get them to see some of the patterns about disastrous public decision-making; 3) get students to see that, just because someone says “We have to go to war because otherwise the enemy will destroy us, so this is self-defense” doesn’t mean it is. And, of course, Hitler figured in that course. (Most of that course was about the Peloponnesian War, but that’s a different post.) Hitler also figured in the “Rhetoric and Racism” course I teach. And, consistently, in anonymous end-of-semester evaluations, students said they wanted to know more about Hitler.
I’m not Jewish. I’m not German. I was once translation fluent in German, but I now struggle. So, once again, there is an issue of feeling like an interloper.
Talking about Hitler is always talking about persuasion. And it’s also, interestingly enough, talking about how false models of persuasion mean that people get persuaded.
So, I girded my loins, and created a course on Hitler and Rhetoric. It’s a funny course in a bunch of ways. It gets a huge number of students who sign up, get the syllabus, and then drop. A large number get as far as when the first paper is due, and they drop. It is, fundamentally, a course about the distinction between deliberation and compliance-gaining models of public discourse, and so student papers have to be deliberation. Students are well-trained in papers oriented toward display (as though that is compliance-gaining), and so can be intimidated when you ask for deliberative papers.
My goal in the course was to have students begin with Hitler’s rhetoric, then move to the rhetoric that supported him, and then have the third paper about the Hitler comparison, but that never happened. Here is what did happen.
I explain elsewhere why I write prompts the way I do. Here’s the information I gave students about the papers:
The prompts are designed to get more complicated and more time-consuming as the semester progresses—you’ll need a lot of time just for research for the final paper. I’ve made an effort to come up with topics that are comparable in terms of work and difficulty. Sometimes we can work out other topics, but only if you come talk to me at least two weeks before the paper is due.
Whether or not you do outside research, remember that you have to cite the sources of ideas as well as language–it doesn’t matter if the source is another student, another class, a paper for another course, the Internet, a book, or an article. If you have any questions about how to cite appropriately, or if you are nervous that you are plagiarizing, just write a note in the margin of your paper to that effect. Any handbook tells you how to cite sources, including webpages; papers without appropriate citation will be considered late.
I’ve grouped the assignments on the basis of course readings, but, if you discuss it with me at least one week before the paper is due, you can do an assignment from another part of the course. I just need to make sure that you write on a range of topics, and that your papers remain within an appropriate range of difficulty. If you simply turn a paper in from another part of the course, you can expect icky consequences.
The prompts ask that you apply a concept from rhetoric. You can use anything (other than ethos, pathos, or logos) from Jasinski, and here is a list that is likely to help:
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- any of Burke’s terms from “Rhetoric of Hitler’s ‘Battle’”
- art of masculine victimhood (Johnson)
- the four terms described by O’Shaughnessy (pages 4-5)
- condensation symbols (Jasinski)
- dissociation (the rhetorical concept)/paired terms (it’s rare that you can do one without the other)
- dog whistle politics
- enthymematic reasoning (beginning from common ground)
- identification through transcendence/common ground
- inoculation
- interpellation/constitutive rhetoric
- jeremiad
- prophetic ethos
- rhetoric of survivance (Powell)
- specific or universal topoi
- stock topics (policy argumentation)
- ultimate terms
Some good resources for the papers include:
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- The Domarus collection of Hitler’s speeches and proclamations. Available here.
- This collection of Nazi propaganda
- Here is a link to the official records of speeches in the Reichstag (in German). This is July 13, 1934—for other dates, just use the forward or backward arrows.
Paper One. Use a concept from rhetoric (from Jasinski or the list above—NOT ethos, pathos, or logos) to explain something puzzling about one of these speeches by Hitler:
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- April 12, 1922 speech in Munich
- Something from The New Germany desires Work and Peace (not the March 23 speech)
- “Sportspalast speech” (you can hear it here)
- April 28 1939 speech (coursepack)
- Deliberations with his generals (from Hitler and His Generals: Military Conferences 1942-1945; edited by Helmut Heiber, David M. Glantz) (some is in the coursepack, but a lot of it is really fascinating)
- Invasion of Poland
- February 20, 1933 “Speech to the Industrialists”
- Announcement of the Soviet invasion June 22, 1941
- November 8, 1942 (“Stalingrad speech”)
- November 8, 1943 speech (a recording is here: )
- His “last speech”
For these papers, your audience is other class members, and so the “puzzling” something should be something that you find interesting or weird about the text—that it doesn’t fit your image of Hitler, for instance, or that it seems completely different from other things we’ve read, or that you can’t imagine it being effective, or something along those lines. In class, we’ll go over thesis questions (that is, a statement of the puzzle you’re pursuing) so that we can make sure that you’ve got a manageable topic.
Paper Two
1) Trace out the development (or not) of a specific rhetorical strategy (use Jasinski or the list above—NOT ethos, pathos, or logos) from at least three speeches within a set such as these:
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- Hitler’s speeches about the Soviet Union
- Goebbels’ birthday speeches for/about Hitler
- Hitler’s declarations of war/speeches at the moment of invasion
- Hitler’s speeches about (references to) the United States/FDR
- If you didn’t do this for the first paper, you can write about Hitler’s deliberations with his generals (from Hitler and His Generals: Military Conferences 1942-1945; edited by Helmut Heiber, David M. Glantz)
- If you’d like to do a different set, you need to get written approval from me by 2/27
- Nazi theories of propaganda: in addition to what Hitler says in Mein Kampf, Goebbels’ Knowledge and Propaganda, and Our Battle Against Judah.
2) Or, write about the rhetorical strategy of one of these texts resisting/criticizing Hitler and/or Nazism. Use a concept from Jasinski or the list above (you can also use “rhetoric of survivance”—you can’t use ethos, pathos, or logos).
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- Otto Wels’ March 23, 1933 speech against “The Enabling Act.” This one is harder than it looks, since it’s short. You’ll need to talk a lot about it in the context of Hitler’s speech and the rhetorical situation.
- Various responses to the “Aryan Paragraph” (you’ll need to talk about all of them probably, since they’re all pretty short—you can find them in M. Solberg’s A Church Undone)
- von Papen’s “Marburg Speech” (You’ll find Evans’ discussion of that speech helpful [II; 27-41] and Ullrich
- Clara Zetkin’s 1933 Reichstag speech (if you can find the full text in English, or can read German)
- July 2017 speech by the President of France
- Thomas Mann’s “This Man is My Brother” (coursepack)
Paper Three. For this paper, write about characteristics of Hitler’s rhetoric in other places. Use terminology from this class (that is, again, something from Jasinski or the above list, and not ethos, pathos, or logos). Thus, you won’t just be showing that they were praising Hitler or repeating what he said—you need to show that a concept from rhetoric helps us understand what is or is not the same about this rhetoric.
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- Adolph Eichmann’s testimony and/or interrogation answers (pick one section from this). You can also watch Eichmann’s testimony here.
- The Nazi Generals’ discussion of their situation (from Tapping Hitler’s Generals)
- The Daily Stormer style guide
- Hermann Goering, Reconstruction of a Nation (1934)
- Aryanism.net or something from David Duke’s website
- This site (essentially, a guide how to argue for white supremacy)
- Gertrud Scholtz-Klink’s speeches about women and Nazism
- A pamphlet released after things started going badly in Stalingrad: What Does Bolshevization Mean in Reality? Be forewarned, it’s really grim and deliberately horrifying—even I find it almost unreadable.
- Theodore Bilbo’s Take Your Choice. Bilbo was a segregationist who cited the same authorities the Nazis cited. He was an Alabama governor and Senator, and his book is from 1948.
- How Nuremburg defendants framed/explained their actions (see Interrogations), showing that a rhetorical concept explains their strategies (so you have to think rhetoric does).
- F. von Bernhardi’s 1912 Germany and the Next War
==========
And here is the TOC for the coursepack
Rhetoric and Hitler Table of Contents
Syllabus
Rhetoric and Hitler: an introduction
Kenneth Buke, “Rhetoric of Hitler’s ‘Battle’”
O’Shaughnessy, from Selling Hitler
McElligott, from Rethinking Weimar Germany
Hitler, March 23, 1933 speech
Sample papers
“Advice on Wrting”
Hitler, speech to the NSDAP 9/13, 1937
—. speech, 8/22/39
—. interview with Johst
—. speech, 1/27/32
Tourish and Vatcha, “Charismatic Leadership and Corporate Cultism at Enron: The Elimination of Dissent, the Promotion of Conformity and Organizational Collapse”
Entry on interpellation
Hitler, speech 4/28/39
Selection from Hitler’s Table Talk (480-83)
Kershaw, from The End (386-400)
Hitler, speech 7/13/34
Longerich, selection from Holocaust (Nazi evolution on genocide)
Selection from Hitler’s Table Talk 12-16, 422-426
Entry on inoculation
Selection from Tapping Hitler’s Generals (30-62)
Kershaw, from Hitler, The Germans, and the Final Solution (197-206)
Selection from Mayer, They Thought They Were Free (166-173)
“Dog whistle politics”
Selections from Shirer’s radio broadcasts
Selection from Snyder’s Black Earth
Selection from Hitler’s Table Talk (75-79)
Selection from Spicer’s Antisemitism, Christian Ambivalence, and the Holocaust
Hitler, speech 4/12/22
“Dissociation” from Perelman and Olbrecths-Tyteca’s The New Rhetoric
Selection from Encyclopedia of Rhetoric
Selection from Eichmann in Jerusalem
Selection from Eichmann Interrogated
Selection from Hitler and His Generals
Selection from Ordinary Men
Louis Goldblatt’s testimony before the Committee on National Defense Migration
Letter to Mr. Monk
Thomas Mann, “That Man is My Brother”
“Masculinity and Nationalism”
“Art of Masculine Victimhood”
Hitler, speech 6/22/41
selection from Longerich’s Hitler
selection from Maschmann’s Account Rendered
========
Here is the course calendar. It’s pretty messy, so, if you’d like a copy that’s a table, just email me:
8/29 First day of classes
8/31 Read “Rhetoric and Hitler: an introduction” and the course syllabus (especially the part on microthemes). Microtheme (due by 8:00 am [not as attachment—please never send microthemes as attachments]: what questions do you have about the class? What other rhetoric classes have you taken? What other courses about Hitler have you taken? What questions do you have about the material?
9/3 Labor Day
9/5 Read sample papers (coursepack) “Hitler’s speech to the NSDAP September 13, 1937” (coursepack) and “Advice on Writing” (coursepack and here https://www.patriciarobertsmiller.com//advice-on-writing/ ) Microtheme (due in email, by 8:00 a.m.): how is this advice like or unlike your writing processes on previous papers? What surprises you about the papers? What aspects of them do you especially like? What are some questions you have about the prompts? What prompt do you think you’ll answer? If you were going to write about this Hitler speech, what are some puzzles or odd things you might identify?
9/7 Read Evans, I: 1-76; Ullrich 92-109; Gregor 57-89. Microtheme (due by 8:00 am : What questions do you have about the reading? What sorts of topoi did the historical and cultural circumstances provide a racist and authoritarian rhetor like Hitler?
9/10 Read Ullrich 174-181, “Nation and Race” from Mein Kampf, and Burke’s “Rhetoric of Hitler’s ‘Battle’” (coursepack). Microtheme (due by 8:00 am : what questions do you have about the reading? Which of Burke’s unification devices do you see in this chapter from Hitler? A lot of students find “Rhetoric of Hitler’s ‘Battle’” a really useful basis of analysis—using it for their papers.
9/12 Read Ullrich 436-445; Evans I: 310-354. Read O’Shaughnessy (Selling Hitler cp) 4-5 and 170-181. Read McElligott (Rethinking cp) 181-207, and Hitler’s March 23, 1933 speech (cp) and Jasinski “Case Construction” and “Stock Issues,” (you can get that through the UT library—it’s an ebook). Microtheme (due in email, by 8:00 a.m.): apply the Jasinski to the Hitler speech. What kind of case does he make? Which stock issues does he use?
9/14 Microtheme (due by 8:00 am ): read the section in the syllabus on thesis questions, and submit at least one thesis question. You’re welcome to submit more than one. This is not your thesis statement.
9/17 1.1 due. If you’re the sort of person who prints up drafts, please include them. Microtheme (due by 8:00 am to patriciarobertsmiller@gmail.com): where is your thesis statement? Where is your thesis question? What is your primary text? How many quotes do you have from that text?
9/19 Read Longerich’s explanation of Nazi evolution on genocide (coursepack) and Evans III: 3-23 (in coursepack), Hitler’s August 22, 1939 speech (coursepack), and selections from his Table Talk (12-17; 422-26, coursepack), and article on inoculation. Microtheme (in email, by 8:00 a.m.): How does Hitler inoculate his audience in the speech?
9/21 Read Hitler’s interview with Johst (January 24, 1932, coursepack) and his (long and boring) speech before German industrialists (January 27, 1932, in the coursepack) and Ullrich 290-293. Microtheme (due by 8:00 am : German industrialists would later support Hitler wholeheartedly, but, as Ullrich says, this speech didn’t do the trick. Apply Burke, topoi, or one of the other concepts from the reading to discuss this speech.
9/24 Return 1.1. Microtheme (due by 8:00 am : 2 Read Jasinski on “prophetic speech/ethos,” article on charismatic leadership (coursepack) and “Our Hitler” (1935 birthday speech) http://research.calvin.edu/german-propaganda-archive/unser35.htm Microtheme (due in email, by 8:00 a.m.): apply either concept (prophetic speech or charismatic leadership) to the reading.
9/26 Otto Wels decided to respond to Hitler’s speech in favor of “The Enabling Act.” Before doing any of the reading, make some notes as to what you would do in that situation. Then, read the information on “interpellation” (coursepack) and Wels’ speech (coursepack) and Hitler’s response (coursepack). Also read McElligott 214-215 and Evans’ discussion of the Enabling Act. Microtheme (in email, by 8:00 a.m.): did Wels take the strategy you would have? How would you characterize Wels’ response? Are you surprised or puzzled by it? What rhetorical strategies does he use? How is Hitler’s rhetoric different in this speech from his speech earlier that evening? Why wasn’t that speech in the Nazi pamphlet? How does Hitler hail Germans such that they should support him?
9/28 Class cancelled because of individual conferences.
10/1 Microtheme (due by 8:00 am : revised introductions for your first paper. Make sure that your introductions sets up your thesis question, and that your thesis statement is delayed till the end of your paper.
10/3 1.2 due. Include all previous versions of every paper. If you’re the sort of person who prints up drafts, please include them. Microtheme (due by 8:00 am : what changes did you make to your paper? Where is your thesis statement? How much close analysis do you have in your paper?
10/5 Quiz.
10/8 In class: return 1.2 and go over sample student material.
10/10 Read William Shirer on Hitler’s April 28, 1939 speech 397-404, coursepack), and then that speech. Microtheme (in email, by 8:00 a.m.) what seems weird to you about Hitler’s speech? What rhetorical strategies does Hitler use?
10/12 Microtheme (due by 8:00 am : read the section in the syllabus on thesis questions, and submit at least one thesis question. You’re welcome to submit more than one. This is not your thesis statement.
10/15 2.1 due. Include all previous versions of every paper. If you’re the sort of person who prints up drafts, please include them.
10/17 Read Mein Kampf 176-186, 394-412, 579-589, selection from Table Talk (480-482) and this material on propaganda: “The Nature” http://research.calvin.edu/german-propaganda-archive/dietz.htm “First Course” http://research.calvin.edu/german-propaganda-archive/lehrgang.htm “Directive” http://research.calvin.edu/german-propaganda-archive/bolshevist.htm and Kershaw 386-400 (cp). Microtheme (in email, by 8:00 a.m.): As always, just feel free to react to the material, and don’t worry about reading the Mein Kampf carefully (the Kershaw will also have a lot of references you don’t get). What rhetorical strategies are constant in this material, and what changes?
10/19 Read background to the “Night of Long Knives” (Ullrich 458-473) and Hitler’s July 13, 1934 speech justifying the massacre (coursepack). Microtheme (in email, by 8:00 a.m.): As always, just feel free to react to the material. What rhetorical strategies does he use? This happens to be one speech where there is reasonably good evidence (which Ullrich mentions) that it was persuasive. Can you speculate as to why it worked?
10/22 [Return 2.1] Read these articles about American Nazis: https://the-avocado.org/2018/08/11/how-we-got-here-the-mad-legions-of-america/ and https://the-avocado.org/2018/08/11/how-we-got-here-the-mad-legions-of-america/ (you can see footage from the rally here https://www.theatlantic.com/video/index/542499/marshall-curry-nazi-rally-madison-square-garden-1939/) and https://www.vox.com/science-and-health/2017/8/15/16144070/psychology-alt-right-unite-the-right . Microtheme (in email, by 8:00 a.m.): how similar (or not) are the rhetorical strategies?
10/24 This reading is fairly disturbing: it’s about how various groups (such as“ordinary Germans” or military officers) rationalized supporting the regime. Selection from Tapping Hitler’s Generals (30-62, coursepack), Kershaw, “Popular Opinion” (197-209, coursepack), selection from They Thought They Were Free (166-173, coursepack). Microtheme (due by 8:00 am ): these readings all concern the complicated interactions of coercion, rhetoric, compliance, and belief. What role do you see rhetoric playing for these various kinds of Germans?
10/26 Read Hitler’s speech announcing the invasion of Poland (https://fcit.usf.edu/holocaust/resource/document/HITLER1.htm), “dog whistle politics” (coursepack), and excerpts from Shirer’s radio broadcasts (coursepack and here https://www.patriciarobertsmiller.com//excerpts-william-shirers-berlin-1999/). Microtheme (in email, by 8:00 a.m.): As always, just feel free to react to the material. Also, how is Hitler framing the situation? Are there dog whistles and, if so, what are they and how do they function?
10/29 1.3 due. Include the marked copies of 1.1 and 1.2.
10/31 Read background to invasion of the USSR; (Snyder [Black Earth] in coursepack and this: https://www.ushmm.org/wlc/en/article.php?ModuleId=10005164) read Hitler’s speech on Stalingrad (http://comicism.tripod.com/421108.html) Microtheme (in email by 8:00 a.m.): what are Hitler’s main rhetorical problems and constraints with this speech?
11/2 Quiz.
11/5 2.2 due. Include all previous versions of every paper. If you’re the sort of person who prints up drafts, please include them.
11/7 Read Hitler selection from Table Talk 75-79, Spicer 105-120, Hitler’s April 12, 1922 speech and Perelman on dissociation (all in coursepack) and Jasinski on dissociation (ebook). Microtheme (due by 8:00 am : How does he use dissociation? Also, note his use of religious rhetoric. 11/9 Read “Duties of a Law-Abiding Citizen” (from Arendt’s Eichmann in Jerusalem). Arendt is a tough read because she engages in a lot of indirect paraphrase (so she is often describing a point of view she does not have, such as that Eichmann was a victim) and the selection from Eichmann Interrogated (both in the coursepack). You might also find this background helpful: https://www.ushmm.org/wlc/en/article.php?ModuleId=10007412 Microtheme (in email, by 8:00 a.m.): do you see any of Hitler’s topoi in Eichmann’s rhetoric about himself or his situation? What is Eichmann’s argument, and how does he make it?
11/12 Return 2.2. Read Hitler’s September 30, 1942 speech and and background information from Kershaw 534-555 (both in coursepack) Microtheme (due by 8:00 am :
11/14 Read selection from Deliberations with His Generals (coursepack). Microtheme (due by 8:00 am : how is this private and deliberative rhetoric like or unlike his more public rhetoric?
11/16 Microtheme (due by 8:00 am : Introductions for 3.1.
11/19 Microtheme (due by 8:00 am necessary but not sufficient for getting an A on 3.1 or 3.2). Draft of 3.1. 11/21 Thanksgiving break
11/23 Thanksgiving break
11/26 Read the speeches by Speer and Goebbels trying to make the best of a bad situation: (Speer) http://research.calvin.edu/german-propaganda-archive/tatsachen.htm
and (Goebbels): http://research.calvin.edu/german-propaganda-archive/goeb40.htm Microtheme (due by 8:00 am : what rhetorical strategies do they use? How is their rhetorical approach different (from each other, or from previous speeches of theirs) or alike?
11/28 3.1 due. Include all previous versions of every paper. If you’re the sort of person who prints up drafts, please include them. For class, read http://www.cracked.com/blog/5-stupid-ways-alt-right-destroying-itself-from-within/ Microtheme (in email, by 8:00 a.m.): What do you think about the strategy of humor in regard to Nazis?
11/30 Read selection from Ordinary Men (coursepack). Microtheme (in email, by 8:00 a.m.): this is a difficult reading, and it’s challenging for thinking about rhetoric—what difference did rhetoric make in the “persuasion” of these “ordinary men”?
12/3 Return 3.1 In class: quiz. Microtheme (in email, by 8:00 a.m.): what’s a concept from this course that you used outside of class? How did you use it? Or what’s a concept from this class you’ve found really useful outside of class?
12/5 Read this article about modern Nazis’ use of digital spaces: “Killing 8chan: The Heart of Modern Nazi Terrorism [CW]” https://c4ss.org/content/51110 Microtheme (due by 8:00 am : In what ways are these Nazis like the Nazis they admire? What rhetorical concepts help us understand these groups? What surprises you (or not) about them?
12/7 Read Goldblatt’s speech before the Congressional Committee on Japanese internment (which they called “evacuation” coursepack) Microtheme (in email, by 8:00 a.m.): what’s a concept from this course that you used outside of class? How did you use it? Or what’s a concept from this class you’ve found really useful outside of class?
12/10 Last day of classes
3.2 due. Include all previous versions of every paper, your filled-out gradesheet, and printed versions of any plus or check-plus microthemes. If you’re the sort of person who prints up drafts, please include them.
We’ll be talking about Cabaret, so, if you have a chance, you should try to watch it.