What the Language of the Third Reich – as Described by Klemperer – Can Teach Us about Certainties in Wittgenstein’s Sense
DOI:
https://doi.org/10.18012/arf.v10i3.66185Palavras-chave:
Klemperer, Wittgenstein, certeza, linguagem, Terceiro ReichResumo
Victor Klemperer (1881-1960) was a German Professor of Romance Languages who became famous especially for the writings in which he related how the Nazis deformed the German language to the extent of developing what he called ‘the language of the Third Reich’. In this paper, I aim to explain what this language reveals about certainties understood in Wittgenstein’s sense, which in turn might also contribute to providing a more comprehensive view of the extent to which the language of the Third Reich was carefully designed to decisively influence Germans’ attitude and worldview. Specifically, I will address eight issues: the perversion of morality through a radically bipolarized message; the creation of a context in which all judgements should be given up; the use of two kinds of persuasion; the bias for overgeneralizing the spreading of certainties; the difficulty of assessing borderline cases of being certain; the propagandistic mistake of crying out alleged certainties; the emotional exclusion of doubt – paying particular attention to the realms of army and religion as well as to the use of slogans and superlatives; and the replacement of Nazi world-pictures.
Downloads
Referências
ARISO, J. M. Unbegründeter Glaube bei Wittgenstein und Ortega y Gasset: Ähnliche Antworten auf unterschiedliche Probleme. Wittgenstein-Studien, vol. 2, pp. 219-248, 2011.
ARISO, J. M. Wahnsinn und Wissen. Zu Wittgensteins Lage und Denkbewegung. Würzburg: Königshausen & Neumann, 2012.
ARISO, J. M. Wittgenstein and the Possibility of Inexplicably Losing Certainties. Philosophical Papers, vol. 42, n. 2, pp. 133-150, 2013.
ARISO, J. M. Can certainties be acquired at will? Implications for children’s assimilation of a world-picture. Journal of Philosophy of Education, vol. 50, n. 4, pp. 573-586, 2016.
ARISO, J. M. Negative certainty. Educational Philosophy and Theory, vol. 49, n. 1, pp. 7-16, 2017.
ARISO, J. M. Can a culture of error be really developed in the classroom without teaching students to distinguish between errors and anomalies? Educational Philosophy and Theory, vol. 51, n. 10, pp. 1030-1041, 2019a.
ARISO, J. M. Teaching children to ignore alternatives is—sometimes—necessary: Indoctrination as a dispensable term. Studies in Philosophy and Education, vol. 38, n. 4, pp. 397-410, 2019b.
ARISO, J. M. Religious certainty: Peculiarities and pedagogical considerations. Studies in Philosophy and Education, vol. 39, n. 6, pp. 657-669, 2020.
ARISO, J. M. The Teacher as Persuader: On the Application of Wittgenstein’s Notion of ‘Persuasion’ in Educational Practice. Educational Philosophy and Theory, vol. 54, n. 10, pp. 1621-1630, 2022a.
ARISO, J. M. Why the wrongness of killing innocents is not a universal moral certainty. Philosophical Investigations, vol. 45, n. 1, pp. 58-76, 2022b.
FAZIO, L. K.; BRASHIER, N. M.; PAYNE, B. K; MARSH, E. J. Knowledge Does Not Protect Against Illusory Truth. Journal of Experimental Psychology – General, vol. 144, n. 5, pp. 993-1002, 2015.
GOLDHAGEN, D. Motives, Causes, and Alibis: a Reply to My Critics. Retrieved from .
HUNT, J. W. The Language of the Third Reich. Australian Journal of Linguistics, vol. 39, n. 2, pp. 266-267, 2019.
KLEMPERER, V. The Language of the Third Reich. London: Bloomsbury, 2021a. (LTR)
KLEMPERER, V. I Shall Bear Witness: The Diaries of Victor Klemperer 1933-1941. London: Weidenfeld & Nicolson, 2021b. (Da)
KLEMPERER, V. To the Bitter End: The Diaries of Victor Klemperer 1942-1945. London: Weidenfeld & Nicolson, 2021c. (Db)
KLEMPERER, V. The Lesser Evil: The Diaries of Victor Klemperer 1945-1959. London: Weidenfeld & Nicolson, 2021d. (Dc)
KUSCH, M. Analysing Holocaust Survivor Testimony. Certainties, Scepticism, Relativism. In: KRÄMER, S; WEIGEL, S. (Eds.), Testimony/Bearing Witness. Epistemology, Ethics, History and Culture. Lanham: Rowman & Littlefield, 2017, pp. 137-165.
MOYAL-SHARROCK, D. Understanding Wittgenstein’s on certainty. Hampshire, UK: Palgrave Macmillan, 2004.
ORTEGA Y GASSET, J. Ideas y creencias. Madrid: Alianza, 2007.
ORTEGA Y GASSET, J. Historia como sistema y otros ensayos de filosofía. Madrid: Revista de Occidente / Alianza Editorial, 2008.
PERSICHETTI, A. Persuasion as tool of education: The Wittgensteinian case. Educational Philosophy and Theory, vol. 53, n. 6, pp. 624-633, 2021.
PLEASANTS, N. The concept of learning from the study of the Holocaust. History of the Human Sciences, vol. 17, n. 2/3, pp. 187-210, 2004.
REICHSFÜHRER-SS. Der Untermensch “The subhuman”. Berlin: SS Office. Retrieved from , 1942.
SIEGEL, H. Educating Reason: Rationality, Critical Thinking, and Education. New York and London: Routledge, 1988.
SILVA, R. R.; GARCIA-MARQUES, T.; REBER, R. The informative value of type of repetition: Perceptual and conceptual fluency influences on judgments of truth. Consciousness and Cognition, vol. 51, pp. 53-67, 2017.
SPENGLER, O. The Decline of the West. New York: Alfred A. Knopf, 1926.
TOYNBEE, A. J. A study of history. London: Oxford University Press, 1934.
UNKELBACH, C.; KOCH, A.; SILVA, R. R.; GARCIA-MARQUES, T. Truth by Repetition: Explanations and Implications. Current Directions in Psychological Science, vol. 28, n. 3, pp. 247-253, 2019.
WEIMER, H. Psychologie der Fehler. Leipzig: Klinkhardt, 1925.
WITTGENSTEIN, L. Lectures and conversations on aesthetics, psychology and religious belief. Berkeley and Los Angeles: University of California Press, 1967. (LC)
WITTGENSTEIN, L. On Certainty. Oxford: Blackwell, 1997. (OC)
WITTGENSTEIN, L. Philosophical investigations. Oxford: Blackwell, 2001. (PI)
Arquivos adicionais
Publicado
Como Citar
Edição
Seção
Licença
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Política de Direito Autoral para os itens publicados pela Revista:
1.Esta revista é regida por uma Licença da Creative Commons aplicada a revistas eletrônicas. Esta licença pode ser lida no link a seguir: Creative Commons Attribution 4.0 International (CC BY 4.0).
2.Consonante a essa politica, a revista declara que os autores são os detentores do copyright de seus artigos sem restrição, e podem depositar o pós-print de seus artigos em qualquer repositório ou site.
Política de Direito de Uso dos Metadados para informações contidas nos itens do repositório
1. Qualquer pessoa e/ou empresa pode acessar os metadados dos itens publicados gratuitamente e a qulquer tempo.
2.Os metadados podem ser usados sem licença prévia em qualquer meio, mesmo comercialmente, desde que seja oferecido um link para o OAI Identifier ou para o artigo que ele desceve, sob os termos da licença CC BY aplicada à revista.
Os autores que têm seus trabalhos publicados concordam que com todas as declarações e normas da Revista e assumem inteira responsabilidade pelas informações prestadas e ideias veiculadas em seus artigos, em conformidade com a Política de Boas Práticas da Revista.