Dostoyevsky and the Defense of Compassion

Political Research Quarterly ◽

10.1177/10659129211046579 ◽

2021 ◽

pp. 106591292110465

Author(s):

Max Lykins

Keyword(s):

Hannah Arendt ◽

Fyodor Dostoyevsky ◽

Critical Examination ◽

Judith Shklar ◽

At Home

Is cruelty a problem for politics? For Hannah Arendt, the answer was no. On her view, a compassionate response towards persons suffering cruelty is best avoided because compassion can only become political by transforming incommunicable individual pain into abstract suffering. At crucial moments in her argument in On Revolution, she cites the great Russian novelist Fyodor Dostoyevsky as an ally. However, I argue that Arendt misrepresents Dostoyevsky. Through a critical examination of his mature novels, I show how suffering is communicable and compassion is political for Dostoyevsky. By attending to this theme in his writings, I argue that Dostoyevsky sheds light on the problem of cruelty in a way that Arendt’s framework cannot. This suggests that he is more at home with theorists like Judith Shklar who “put cruelty first” than with Arendt, although in favoring compassion I argue that he departs from Shklar’s liberalism of fear and offers a more constructive, hopeful political vision.

Download Full-text

Gender and Emigré Political Thought: Hannah Arendt and Judith Shklar

10.1017/9781108980548.014 ◽

2021 ◽

pp. 267-288

Author(s):

Seyla Benhabib

Keyword(s):

Political Thought ◽

Hannah Arendt ◽

Judith Shklar

Download Full-text

Intertwined Lives and Themes among Jewish Exiles

Exile, Statelessness, and Migration ◽

10.23943/princeton/9780691167251.003.0001 ◽

2018 ◽

pp. 1-8

Author(s):

Seyla Benhabib

Keyword(s):

Nineteenth Century ◽

Civil Rights ◽

Hannah Arendt ◽

Walter Benjamin ◽

Isaiah Berlin ◽

German Jews ◽

Judith Shklar ◽

Jewish Intellectuals

This introductory chapter outlines the entanglement of Jewish intellectuals and others as they confronted exile, migration, and, in some cases, statelessness. These intellectuals include Hannah Arendt, Walter Benjamin, Albert Hirschmann, Varian Fry, Judith Shklar, Carl J. Friedrich, and Isaiah Berlin. They faced these challenges because of their Jewish origins, regardless of whether they themselves identified as Jewish, whether they were believers, or whether they were practicing Jews or not. Meanwhile, the chapter considers that for German Jews, the experience of belonging and not belonging, of being rendered migrants and internal exiles in their own country, began in the mid-nineteenth century, with the granting of certain civil rights to Jews residing in German territories. Lastly, the chapter presents a brief layout of the succeeding chapters' content.

Download Full-text

Siblings of Children with Mental Retardation Living at Home or in Residential Placement

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963097002084 ◽

1998 ◽

Vol 39 (3) ◽

pp. 355-363 ◽

Cited By ~ 36

Author(s):

Laurie Eisenberg ◽

Bruce L. Baker ◽

Jan Blacher

Keyword(s):

Mental Retardation ◽

Residential Placement ◽

At Home

Download Full-text

Systematic Modification of Parental Input to Train Language Symbols

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.04 ◽

1981 ◽

Vol 12 (1) ◽

pp. 4-12 ◽

Cited By ~ 6

Author(s):

Barbara Culatta ◽

Donna Horn

Keyword(s):

Language Learning ◽

Meaningful Use ◽

Hearing Impaired ◽

Specific Language ◽

Parental Input ◽

Language Exposure ◽

Therapy Sessions ◽

Impaired Children ◽

Hearing Impaired Children ◽

At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Download Full-text

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00011 ◽

2020 ◽

Vol 51 (2) ◽

pp. 371-389 ◽

Cited By ~ 2

Author(s):

Xigrid Soto ◽

Yagmur Seven ◽

Meaghan McKenna ◽

Keri Madsen ◽

Lindsey Peters-Sanders ◽

...

Keyword(s):

High Stress ◽

Social Validity ◽

Home Language ◽

Single Subject ◽

Considerable Difficulty ◽

Home Program ◽

Iterative Development ◽

Vocabulary Skills ◽

Validity Measures ◽

At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

Download Full-text