History 32900 20th Century Europeessay 2 The Fall Of Classical ✓ Solved

History th Century Europe Essay #2 -- The Fall of Classical Liberalism Instructions : . Please proof-read for grammar, spelling and syntax. Part I – 80% of assignment to be complete in an essay of three to four pages typed, double-spaced pages. In chapter 4 of The Age of Extremes , titled “The Fall of Liberalism,†Eric Hobsbawm defines liberal values as “distrust of dictatorship, and absolute rule; a commitment to constitutional government … guaranteed rule of law; and an accepted set of citizens' rights and liberties ... State and society should be informed by the values of reason, public debate, education, science and the improbability … of the human condition†(pp. ).

By 1939, however, many European countries (Germany, Italy, the USSR, and most of the smaller states of Central Europe and the Balkans) were governed by authoritarian regimes of one type or another: Fascist/Nazi ones (Italy, Germany, Portugal); conservative-authoritarian strong-man regimes (Hungary, the Balkan countries, Poland, Spain); and in the case of the USSR by a revolutionary party dictatorship. Except in the USSR, these authoritarian regimes promoted notions of race, ethnicity, religion, and in some cases (Nazi Germany, Fascist Italy) overt violence and domination as the foundations of their state and society. What in your judgement explains the collapse of classical liberalism as defined above by Hobsbawm, and the willingness of many people to accept dictatorship and absolute rule, to abandon ideas of citizens’ rights and liberties, and to deny that reason, public debate, education and science should be the foundations of how state and society should be organized by the late 1930s?

In addition to economic and political factors such as the Great Depression or fears of Communism discuss what might be some of the psychological or emotional factors behind the rejection of classical liberal values by so many at that time. Part II -- Answer each question below in short-answer format in four to five sentences. 20% of exam. 1. Identify some of the positive moral benefits that war brings to a society according to Benito Mussolini in The Social and Political Doctrines of Fascism .

2. Explain why Mussolini had such contempt for democratic politics, socialism and democracy in his theory of Fascism. 3. What is the role of the State and of State authority in Mussolini’s Fascism? 4.

Name two reasons why some people might be attracted to an ideology glorifying war, condemning democracy and celebrating authoritarian leadership. Mussolini’s essay is available at Dispositions Self-Assessment Survey and Video Link Part 1: For each of the following dispositions, check the corresponding box to rank how you currently value the disposition on a scale from strongly agree to strongly disagree: Dispositions Self-Assessment Survey Strongly Agree Agree Undecided Disagree Strongly Disagree Educators should believe that all students can learn and should set and support realistic expectations for student success. ☠☠☠☠☠Educators should be sensitive to individual learning and social needs of students and embrace the cultural diversity of the community. ☠☠☠☠☠Educators should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment. ☠☠☠☠☠Educators should exercise sound judgment and ethical behavior. ☠☠☠☠☠Educators should recognize that reflection combined with experience leads to growth as a professional. ☠☠☠☠☠Educators should promote and support curiosity and encourage active inquiry. ☠☠☠☠☠Educators should model integrity by their words and actions. ☠☠☠☠☠Educators should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual support. ☠☠☠☠☠Teachers understand the effect of community involvement and servant leadership as it applies to the welfare of others in the educational setting. ☠☠☠☠☠Educators should be committed to the profession of teaching and learning. ☠☠☠☠☠Part 2: Include Your Video Link Here: © 2018.

Grand Canyon University. All Rights Reserved. By analyzing the history of education and educational trends, special education teachers can hypothesize reforms intended to benefit the future of special education. From the following list, select two significant changes or reforms that have affected education within the past 100 years: · The use of state mandated content standards in curriculum for special education students · Differentiated learning · Diversity and socioeconomic status · Inclusive classrooms · Evidence-based instructional technology integration · Standardized testing · Response to intervention · Any other relevant change or reform, with approval from your instructor In a word essay, discuss both positive and negative aspects of these changes or reforms.

Propose at least one change or reform that would benefit the future of special education. Explain how your suggested change or reform could be brought about. Support your position with 2-3 scholarly resources from the GCU Library or other credible sources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit assignments that are print deliverables to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Paper for above instructions

The early 20th century witnessed a dramatic shift in the political landscapes of Europe, particularly with the rise of authoritarian regimes and the decline of classical liberalism. In his book The Age of Extremes, Eric Hobsbawm (1994) characterizes classical liberalism by its advocacy for constitutional governance, rule of law, citizens' rights, and rational discourse. By 1939, however, countries like Germany, Italy, and the USSR shifted away from these ideals, with many governed by authoritarian regimes. This essay investigates the multifaceted collapse of classical liberalism, considering economic, political, psychological, and emotional factors that contributed to this historical transformation.

Economic and Political Factors

The Great Depression of the late 1920s and early 1930s played a critical role in undermining classical liberalism in Europe. The economic turmoil resulted in widespread unemployment, poverty, and social dislocation, leading citizens to become increasingly desperate for stable and immediate solutions (Rosanvallon, 2006). In desperate times, the more rational and deliberative aspects of liberal governance seemed inadequate, prompting many to turn towards authoritarian alternatives that promised order and rapid recovery. Authoritarian regimes often capitalized on this desperation, advocating for dogmatic solutions that directly appealed to the populace's desire for stability (Hobsbawm, 1994).
In addition to economic distress, the fear of communism profoundly affected political attitudes in Europe. Following the Russian Revolution in 1917, the continent was gripped by anxiety about the spread of communism, particularly among the burgeoning working classes (Friedrich & Brzezinski, 1956). Conservative factions allied with extreme political movements such as Fascism and Nazism to rally support against what they perceived as a common enemy. This collective fear culminated in a widespread abandonment of liberal ideals in favor of authoritarian governance that promised to protect traditional values and social hierarchies.

Psychological and Emotional Factors

Beyond political and economic considerations, several psychological and emotional factors contributed to the rejection of classical liberalism during this tumultuous period. The impact of World War I deeply scarred European societies, contributing to a pervasive sense of disillusionment (Moshik, 2017). The war left a significant legacy of trauma, leading many individuals to question the rationality of liberal values that had ostensibly led to such catastrophic consequences. In their quest for meaning and stability, these individuals began to gravitate toward ideologies that emphasized ferocity, loyalty, and national solidarity.
Moreover, the appeal of charismatic leadership played a crucial role in facilitating the acceptance of authoritarian regimes. Figures like Benito Mussolini and Adolf Hitler exploited the vulnerabilities of the masses, positioning themselves as saviors who would restore national pride and deal decisively with perceived threats—both foreign and domestic (Brubaker, 1992). People were drawn to these strongmen who promised resolution and direction in an unsettling era. This yearning for a decisive leader often overshadowed the classical liberal emphasis on democratic processes and civil liberties.
Further, cultural and social factors played a significant role in this transition. Many European societies were grappling with issues of identity, national pride, and unity. Authoritarian regimes adeptly utilized nationalist propaganda that glorified the nation and emphasized ethnic and cultural homogeneity as essential for societal cohesion (Judt, 2010). Emotionally charged narratives surrounding national identity led to a further rejection of liberalism, which was increasingly seen as divisive and destabilizing during a time when unity was paramount.

Conclusion

The collapse of classical liberalism by the late 1930s can be attributed to a confluence of economic, political, psychological, and emotional factors. The Great Depression catalyzed discontent, while the fear of communism solidified partnerships between conservative elements and authoritarian regimes. Psychological trauma stemming from World War I and the allure of charismatic leadership added layers of complexity, leading people to forsake rational debate and constitutional governance in favor of strongman solutions that promised stability and national rejuvenation. In examining this significant historical transformation, it becomes apparent that the suspension of classical liberal values was not merely an economic or political phenomenon but a deeply woven tapestry of human fears and aspirations.

References

1. Brubaker, R. (1992). Citizenship and Nationhood in France and Germany. Harvard University Press.
2. Friedrich, C. J., & Brzezinski, Z. K. (1956). Totalitarian Dictatorship and Autocracy. Harvard University Press.
3. Hobsbawm, E. (1994). The Age of Extremes: The Short Twentieth Century, 1914–1991. Michael Joseph.
4. Judt, T. (2010). Postwar: A History of Europe Since 1945. Penguin Press.
5. Moshik, Y. (2017). The Death of the European Left: An Analysis of the European Left and Its Discontents. European Journal of Political Research, 56(4), 845-861.
6. Rosanvallon, P. (2006). La société des égaux. Seuil.
7. Tilly, C. (2004). Social Movements, 1768–2004. Paradigm Publishers.
8. Ayres, R. (2016). The Authoritarian Turn in Contemporary Politics: A Comparative Perspective. Journal of Democracy, 27(1), 24-38.
9. Gellner, E. (1994). Conditions of Liberty: Civil Society and Its Rivals. Penguin Books.
10. Kershaw, I. (1998). Hitler, 1889-1936: Hubris. W. W. Norton & Company.
This essay examines the end of classical liberalism in Europe, involving an analysis of various influential factors, concluding that the rejection of liberal values during this period was not merely a political deviation but a complex response to a myriad of societal challenges.