Muslims as Brothers or Strangers? French Jewish Thinkers Confront the Moral Dilemmas of the French-Algerian War

Keyword(s):  
2017 ◽  
Vol 54 (1) ◽  
pp. 112-138 ◽  
Author(s):  
Rachel M. Johnston-White

This article explores how the Roman Catholic Church in France re-evaluated its traditional condemnation of conscientious objection in the closing years of the Algerian War. In contrast to the French Protestant Churches after 1948, the Catholic Church continued to proclaim objection to be detrimental to the principles of state sovereignty and obedience to legitimate authority. Despite this, cases of Catholic conscientious objectors like Jean le Meur and Jean Pezet brought contentious Church debates into the public sphere, dramatized in the press and the courtroom. The article traces how the moral dilemmas of the Algerian War created a space for new theological ideas that challenged the hierarchical, corporatist structure of the French Catholic Church and opened the way for a new emphasis on individual conscience that came to fruition with Vatican II. By focusing on Catholic activism during the war itself, the article also challenges the idea that support for conscientious objection emerged spontaneously after the end of the Algerian War. More broadly, the article addresses the wider narrative of the emergence of human rights by illustrating how the Algerian War proved to be a turning point in the relationship between individuals and authority.


2013 ◽  
Author(s):  
Maxwell L. Barranti ◽  
Peter Meindl ◽  
Michael R. Furr ◽  
William W. Fleeson

2019 ◽  
Vol 28 (1) ◽  
pp. 52-66
Author(s):  
Julie Bates

Happy Days is contemporaneous with a number of seminal contributions to the concept of the everyday in postwar France. This essay suggests that the increasingly constrained verbal and physical routines performed by its protagonist Winnie constitute a portrait of the everyday, and goes on to trace the affinities between Beckett's portrait and several formulations of the concept, with particular emphasis on the pronounced gendering of the everyday in many of these theories. The essay suggests the aerial bombings of the Second World War and methods of torture during the Algerian War as potential influences for Beckett's play, and draws a comparison with Marlen Haushofer's 1963 novel The Wall, which reimagines the Romantic myth of The Last Man as The Last Woman. It is significant, however, that the cataclysmic event that precedes the events of Happy Days remains unnamed. This lack of specificity, I suggest, is constitutive of the menace of the play, and has ensured that the political as well as aesthetic power of Happy Days has not dated. Indeed, the everyday of its sentinel figure posted in a blighted landscape continues to articulate the fears of audiences, for whom the play may resonate today as a staging of twenty-first century anxiety about environmental crisis. The essay concludes that in Happy Days we encounter an isolated female protagonist who contrives from scant material resources and habitual bodily rhythms a shelter within a hostile environment, who generates, in other words, an everyday despite the shattering of the social and temporal framework that conventionally underpin its formation. Beckett's play in this way demonstrates the political as well as aesthetic power of the everyday in a time of crisis.


2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Rumyana Neminska

The Faculty of Pedagogy at Trakia University prepares students from different ethnic groups and students who are a part of the Erasmus+ exchange program. This intercultural environment reveals the opportunities for establishing common values ​​in an intercultural learning environment through a broad intercommunication symbiosis. In an intercultural pedagogical interaction, students are given the opportunity to express their identity through the visualization of ideas, attitudes and thoughts. Art texts are used to introduce students to the traditional values ​​of the unknown ethnicity and nationality as well as solving moral dilemmas, breaking stereotypes about behavior and overcoming prejudices. By using a five-module multimedia construct, the pedagogical environment allows students, in addition to personally reflecting on a particular problem, to develop pedagogical skills to guide the process.


2019 ◽  
Author(s):  
Andreas Kappes ◽  
Jay Joseph Van Bavel

From moral philosophy to programming driverless cars, scholars have long been interested in how to shape moral decision-making. We examine how framing can impact moral judgments either by shaping which emotional reactions are evoked in a situation (antecedent-focused) or by changing how people respond to their emotional reactions (response-focused). In three experiments, we manipulated the framing of a moral decision-making task before participants judged a series of moral dilemmas. Participants encouraged to go “with their first” response beforehand favored emotion-driven judgments on high-conflict moral dilemmas. In contrast, participants who were instructed to give a “thoughtful” response beforehand or who did not receive instructions on how to approach the dilemmas favored reason-driven judgments. There was no difference in response-focused control during moral judgements. Process-dissociation confirmed that people instructed to go with their first response had stronger emotion-driven intuitions than other conditions. Our results suggest that task framing can alter moral intuitions.


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