MétaCan
Menu
Back to cohort
Record W567823008 · doi:10.1353/sor.2002.0034

The Origins of Totalitarianism: Not History, but Politics

2002· article· en· W567823008 on OpenAlexaboutno aff
Richard J. Bernstein

Bibliographic record

VenueSocial research · 2002
Typearticle
Languageen
FieldSocial Sciences
TopicHannah Arendt's Political Philosophy
Canadian institutionsnot available
Fundersnot available
KeywordsEpigraphPoliticsReading (process)Interpretation (philosophy)PhilosophySentenceMathematical proofAphorismEpistemologyLiteratureHistoryLawArtLinguistics

Abstract

fetched live from OpenAlex

DURING the summer of 1950, when Hannah Arendt was on vacation, she was reading proofs for The Origins of Totalitarianism. In a letter to her mentor and beloved friend, Karl Jaspers, she wrote: A lot of work here, of course, but also swimming and walks. Reading proofs is awful, that is boring. I’ve taken a different epigraph from Logik from the one I mentioned to you before: “Give yourself up neither to the past nor to the future. The important thing is to remain wholly in the present .” That sentence struck me right in the heart, so I’m entitled to have it (Arendt and Jaspers, 1992: 153). We know just how deeply that sentence struck Arendt, because she not only used it as the epigraph for The Origins of Totalitarianism , she also adopted a variation of it for one of her most important collections of political essays, Between Past and Future. In the preface to that collection, she gives an extraordinarily imaginative interpretation of a Kafka parable, a parable intended to illuminate “the gap between past and future”—the gap for exercise in political thinking—the gap in which we gain experience in how to think. This is the “place” where Arendt located all genuine thinking, and it has special significance for this symposium, “Hannah Arendt’s The Origins of Totalitarianism—Fifty Years Later.” There is a temptaSOCIAL RESEARCH, Vol. 69, No. 2 (Summer 2002) The Origins of Totalitarianism: Not History, but Politics BY RICHARD J. BERNSTEIN tion on such occasions to look back, to praise (or criticize) what she said then—to show the ways in which she was perhaps insightful and/or misguided in her understanding of the phenomenon she was struggling to comprehend: totalitarianism. I hope to resist this temptation, to view the book not as a past document but as an aid in our own present thinking, in our own attempt to live in the gap between past and future. I know from personal experience that this is the way in which she would have wanted her work discussed. I had the good fortune to participate in what, I believe, was the first conference that was exclusively devoted to her thought. It took place in Toronto almost 30 years ago, and Hannah Arendt was present . Characteristically, she was not at all interested in honorific speeches. She wanted to discuss the issues, and she actively engaged in discussion and argument with all the speakers. But let me remind you that in her preface to The Origins of Totalitarianism , she already indicated that this is the way in which she wanted the book to be read. She concluded the preface by declaring , “all efforts to escape from the grimness of the present into nostalgia for a still intact past, or into the anticipated oblivion of a better future, are vain.”1 Perhaps the most grim, disturbing, but realistic sentence in the entire book comes near its conclusion, when she says, “Totalitarian solutions may well survive the fall of totalitarian regimes in the form of strong temptations which will come up whenever it seems impossible to alleviate political, social, or economic misery in a manner worthy of man” (439). Anyone who has lived through the uses of terror and torture, the massacres , genocides and “ethnic cleansings” that have occurred all over the world during the past few decades is painfully aware of how strong and ever present these temptations are. The Origins of Totalitarianism is a difficult, complex, disjointed book. At times it reads more like a series of independent essays loosely related to each other. It ranges over the most diverse topics , from observations about various aspects of anti-Semitism to a discussion of nineteenth-century British imperialism, from the 382 SOCIAL RESEARCH nature of rights to the decline of the nation-state and the logic of total domination. Some of her claims appear to be outrageous and perverse. For example, she tells us that anti-Semitism, “a secular nineteenth-century ideology,” did not exist prior to the 1870s. Or again, she asserts that the notorious forgery, “The Protocols of the Elders of Zion,” served the Nazis “as a textbook for global conquest.” The Origins of...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.004
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies, Insufficient payload (model declined to judge)
Consensus categoriesScience and technology studies
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.923
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0030.004
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0020.004
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0010.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.387
GPT teacher head0.460
Teacher spread0.073 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; both teacher heads agree on what is shown here.

Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations15
Published2002
Admission routes1
Has abstractyes

Explore more

Same venueSocial researchSame topicHannah Arendt's Political PhilosophyFrench-language works237,207