THE EMERGENCE OF HOLOCAUST MEMORIES IN THE MORAL DILEMMAS OF OBJECTING ISRAELI SOLDIERS DURING THE INTIFADA

1996 ◽  
Vol 24 (2) ◽  
pp. 133-141 ◽  
Author(s):  
Ruth Linn
Keyword(s):  
Moral Identity ◽  
Moral Dilemmas ◽  
Frame Of Reference ◽  
Moral Self ◽  
Collective Memories ◽  
Turn On ◽  
Psychological Tools ◽  
The Holocaust ◽  
Israeli Soldiers

In the search for their moral identity, Israeli soldiers seem to have turned to their collective memories for guidance (Shapira, 1971, Young, 1989). This paper focused on this search among objecting reserve soldiers during the Intifada. It showed that Holocaust symbols and metaphors were being used as a frame of reference against which one's moral confusion was judged (Linn, 1991). As noted by Young (1989) “What is remembered of the Holocaust depends on how it is remembered, and how events are remembered depends in turn on the text now giving them form” (p. 1) The Intifada seems to create this text. The memories of the Holocaust, seem to provide the Israeli reserve soldier who is also the reader and the actor of and in this text, new psychological tools to assert his moral self.

Counter-Insurgency and Conscience: A British View

Itinerario ◽  
1996 ◽  
Vol 20 (2) ◽  
pp. 102-117
Author(s):  
Nigel de Lee
Keyword(s):  
Ethical Issues ◽  
Moral Dilemmas ◽  
Collective Memories

This article will take the British counter-insurgency campaigns in Palestine during the years 1936–1948 as a main focus of interest. This is because these campaigns presented those involved with complex ethical issues and intractable moral dilemmas. A variety of sources has been consulted; particular attention has been paid to collective memories and reflections recorded in regimental histories, and to individual recollections obtained from interviews with veterans.

scholarly journals Questionnaire Data from the Revision of a Chinese Version of Free Will and Determinism Plus Scale

2019 ◽  
Author(s):  
Qing-Lan Liu ◽  
Fei Wang ◽  
Wenjing Yan ◽  
Kaiping Peng ◽  
Jie Sui ◽  
...  
Keyword(s):  
Locus Of Control ◽  
Free Will ◽  
Moral Identity ◽  
Self Esteem ◽  
Chinese Version ◽  
Control Belief ◽  
Just World ◽  
Moral Self ◽  
Personal Belief ◽  
Self Image

We reported a questionnaire dataset accumulated from the revision of a Chinese version of Free Will and Determinism Scale Plus (FAD+). In this dataset, we collected data from 1232 participants. The questionnaires used in data collection included the FAD+ and 13 other widely-used questionnaires or tests (for example, the Big Five In-ventory, the Multidimensional Locus of Control, Rosenberg Self-esteem Scale, the General and Personal Belief in a Just World Scale, the Chinese Disgust Sensitivity Scale, the Moral Identity Questionnaire, the Moral Self-Image Scale). The sample size for these questionnaires are different, ranging from 33 to 1100. Our preliminary analysis revealed that scores of these scales are reliable (Cronbach's alpha: .52 ~ .85, McDonald’s omega: .63 ~ .90). These data can be used for both research and educa-tional purposes, e.g., examining cultural differences and measurement invariance on belief in free will, locus of control, belief in just world. All data, together with their codebooks and manipulation code, are available at osf.io/t2nsw/

scholarly journals Integration after totalitarianism: Arendt and Habermas on the postwar imperatives of memory

2018 ◽  
Vol 16 (1) ◽  
pp. 2-24 ◽  
Author(s):  
Peter J Verovšek
Keyword(s):  
Political Community ◽  
European Politics ◽  
Public Intellectuals ◽  
The European Union ◽  
Mutual Support ◽  
Collective Memories ◽  
Total War ◽  
The Past ◽  
Profound Influence ◽  
The Holocaust

Collective memories of totalitarianism and the industrialized slaughter of the Holocaust have exerted a profound influence on postwar European politics and philosophy. Two of the most prominent political theorists and public intellectuals to take up the legacy of total war are Hannah Arendt and Jürgen Habermas. However, their prescriptions seem to pull in opposite directions. While Arendt draws on remembrance to recover politics on a smaller scale by advocating for the empowerment of local councils, Habermas draws on the past to justify his search for postnational forms of political community that can overcome the bloody legacy of nationalism. My argument brings these two perspectives together by examining their mutual support for European integration as a way of preserving the lessons of totalitarianism. I argue that both Arendt and Habermas reject the technocratic tendencies of the European Union while maintaining hope that it can develop a truly postnational form of politics.

Moralpolitik versus Moralpolitik: Recent Struggles over the Construction of Cultural Memory in Germany

2005 ◽  
Vol 23 (3) ◽  
pp. 106-134 ◽  
Author(s):  
Eric Langenbacher
Keyword(s):  
World War Ii ◽  
Political Culture ◽  
Cultural Memory ◽  
World War ◽  
60Th Anniversary ◽  
Cultural Changes ◽  
Collective Memories ◽  
The Holocaust

Before the series of 60th anniversary commemorations of the end of the Holocaust, Nazism and World War II in 2005, the big development regarding German collective memories and political culture was the resurgence of memories of German suffering. Contrary to the opinions of prominent observers like W.G. Sebald, this memory, linked to events from the end and immediate aftermath of World War II, is not a repressed or only recently discovered trauma. Rather, the current discussions signal the return of a memory that was culturally hegemonic in the early postwar decades. Nevertheless, the circumstances surrounding this return differ significantly from the postwar situation in which this memory first flourished in three main ways. The altered environment greatly affects both the reception and potential institutionalization of such memory, which could lead to deep political cultural changes.

Changing Memory Regimes in Contemporary Germany?

2003 ◽  
Vol 21 (2) ◽  
pp. 46-68 ◽  
Author(s):  
Eric Langenbacher
Keyword(s):  
Federal Republic ◽  
Postwar Period ◽  
Federal Republic Of Germany ◽  
Collective Memories ◽  
The Holocaust ◽  
Political Effects ◽  
Nazi Era

Are collective memories currently changing in the land where the“past won’t go away?” Long dominated by memory of the Holocaustand other Nazi-era crimes, Germany recently witnessed the emergenceof another memory based on the same period of history, butemphasizing German suffering. Most commentators stress the noveltyand catharsis of these discussions of supposedly long-repressedand unworked-through collective traumas and offer predominantlypsychoanalytic explanations regarding why these memories onlynow have surfaced. However, thanks to “presentist” myopia, ideologicalblinders, and the theoretical/political effects of Holocaustmemory, much of this discourse is misplaced because these Germancenteredmemories are emphatically not new. A reexamination ofthe evolution of dominant memories over the postwar period in theFederal Republic of Germany is necessary in order to understandand contextualize more fully these current debates and the changesin dominant memories that may be occurring—tasks this article takesup by utilizing the memory regime framework.

scholarly journals Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers

2020 ◽  
Vol 22 (1) ◽  
pp. 111-123
Author(s):  
Davoud Amini ◽  
Sima Najafi ◽  
Bahram Behin
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Moral Identity ◽  
Moral Dilemmas ◽  
Teaching Context ◽  
Language Classes ◽  
Whole Person ◽  
Efl Teachers ◽  
Mediators Of Change ◽  
Intuitive Sense

AbstractEducating teachers for sustainability requires that teachers be considered as the mediators of change. To achieve this goal, a constructive teacher-learner relationship is essential where values and ethicality play a crucial role. Investigating language teachersí moral identity as an important aspect of teacher cognition can yield useful insights into the kind of relationship which is congenial to the desired whole-person development. The present qualitative study intended to explore the nature of moral dilemmas in language classes and teachersí criterial beliefs in responding to these dilemmatic situations. A systematic coding analysis of the recorded interviews with eight Iranian experienced EFL teachers revealed that they encountered moral dilemmas in both disciplinary and educational aspects of the teaching process. They referred to their knowledge, experience, intuitive sense as well as the teaching context and learnersí history as sources of their moral judgment. The findings on teachersí moral identity uphold implications for teacher education.

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