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+\documentclass[letterpaper,12pt,english]{article} %report for homework |
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+ |
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+\usepackage{babel} |
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+\usepackage{times} |
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+\usepackage{pifont} |
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+\usepackage{moreverb} |
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+\usepackage{alltt} |
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+\usepackage[pdfauthor={Tejas (Tj) Hariharan}]{hyperref} |
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+ |
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+ |
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+\begin{document} |
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+\renewcommand{\subitem}{\item[\ding{229}]} |
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+\renewcommand{\it}{\item[\ding{225}]} |
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+ |
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+\title{Lecture: \today }\author{Tejas (Tj) Hariharan |
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+\footnote{Licensed under a Creative Commons Attribution-Noncommercial-Share |
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+Alike 3.0 License. c.f. http://creativecommons.org/licenses/by-nc-sa/3.0/ for full license}} |
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+\maketitle |
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+ |
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+\section{For Today's Class} |
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+\begin{itemize} |
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+ \it Midterm: Two sections. |
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+ \subitem First Section = \textbf{Concepts (pull 6 of 12 and write 4 of 6).} 1 page answer (double spaced). Pairs of |
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+ terms given, define the two, and then compare/contrast the two. The |
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+ compare/contrast should be about 2 paragraphs long, not too much on |
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+ definition. (Worth 40percent of the exam). |
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+ \subitem Second = \textbf{Essay Question (pull 3 of six, and write 2 of 3)}. Make sure |
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+ to answer all the questions given, as given (if all done properly, that's a |
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+ B answer). Over and above that, answer should show the depth of knowledge |
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+ and presence in the course, discussions etc. It is okay to just answer all |
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+ the questions first, without bothering about proper essay structure etc. |
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+\end{itemize} |
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+ |
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+\section{Fascism} |
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+\begin{itemize} |
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+ \it Eugenics: Canadians had the eugenics programme the longest among any |
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+ developed country. |
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+ \subitem Role of eugenics in the idea of the Aryan race and hitler's ideas |
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+ of it etc. |
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+ \it \textbf{Fascism: }Radical, Authoritarian, Nationalist ideology. |
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+ \subitem Fascists argue that the state is an organic, united community that |
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+ requires strong and total leadership and needs singular, collective identity. |
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+ \subitem This is the first group we have studied that talks about War in a |
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+ positive manner, the fascists say that War plays a role in building and |
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+ keeping national spirit and vitality. Military should rule, and the leader |
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+ should be chose from the military via merit. |
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+ \subitem Nationalism is very important to Fascism, and a UNITED nationalism, |
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+ they would be against multi-cultural ism etc. |
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+ \it Fascists root themselves in maintaining tradition, in that way they are |
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+ similar to conservatism. |
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+ \subitem Once they are in power, social change is a big no-no, while the |
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+ rise to power is very bloody, and full of revolution. |
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+ \it Economically, they are seen as a third option, a hybrid system where corporates exist |
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+ and work with labour but work are controlled by the state. A midway between |
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+ capitalism and Marxism. |
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+ \it Rooted in national, political and economic autonomy. Fascists seek to be |
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+ completely independent and autonomous in economic and national decisions. |
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+ They want to close the borders, economic independence is paramount to being |
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+ fully autonomous. |
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+ \it They usually have a movement and a mass mobilisation of the youth (indoctrination through the youth). |
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+ \it While Marx talked about the influence of the socio-economy on the |
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+ institutions, fascists on the other hand USE these institutions to make |
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+ changes to the socio-economic structures |
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+ \it Fascism is on the rise today, due to the emerging global economic |
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+ issues, and the rise of globalisation and multi-culturalism |
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+ etc, also in the developed countries (usually anti-immigration). |
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+ \subitem This works very well, due to the charismatic leader. |
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+\end{itemize} |
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+ |
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+\section{Mussolini} |
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+\begin{itemize} |
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+ \it Both him and Hitler were raised as socialists, and earlier were |
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+ socialists, but rejected it due to Marxists ideas of equality, that was part |
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+ of the socialist movement. |
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+ \subitem Shifts thinking from Class Conflict thinking, to National Conflict |
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+ thinking. War can solidify National identity. |
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+ \it Both him and Hitler rose to power in a very similar fashion (did the |
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+ same things). |
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+ \subitem Started off, creating public works, combated economic recessions |
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+ etc. These are services that were built to give the young unemployed people |
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+ jobs; the idea is to MAKE the country self-sufficient. |
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+ \subitem This also showed him as a nice person, who is all for `nation |
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+ building' etc. |
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+ \it He asked everyone to give up their gold, so as to get out of the |
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+ economic slump, TOGETHER, this is all tied to the idea of ``nation building''. |
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+ \it Most important thing here, to remember as a reason to a lot of what was |
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+ done early on (see slide) is the idea of nation building, national pride and |
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+ trying to keep everything autonomous as a nation and within the country. |
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+ \it Autarky: Self Sufficient, independent country. |
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+ \it Mussolini was less concerned about race, and was actively pursuing |
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+ colonisation, anyone could be Italian (Nation vs State, nation=one culture, |
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+ one tradition, state is more multi-cultural). Hitler wanted to build the |
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+ nation of Germany, while Mussolini wanted to expand the state. |
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+ \subitem Hitler and Mussolini had a fall out due to this. |
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+ \it Mussolini did the othering in terms of `other states' while Hitler did |
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+ it in terms of `other people'/`other nations' (like Jews etc). |
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+\end{itemize} |
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+ |
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+\section{Hitler} |
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+\begin{itemize} |
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+ \it Introduced to Anti-Semitism in his early 20s. Much of this influence |
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+ came from Martin Luther remarks about Jewish peoples. |
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+ \subitem He did not start out hating Jews, that came slowly. |
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+ \it He started out going to the Nazi party meetings as originally a police |
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+ spy, but liked what they were saying. |
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+ \it Unlike Mussolini, Hitler was democratically elected in, in a series of |
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+ elections (but only won by a vote of 37percent of votes). |
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+ \it Post-WWI as post-war, and the economic issues of post-war. |
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+ \subitem anti-Semitism was already there, but Hitler just tapped into this |
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+ already existing sentiment. |
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+ \subitem what do you do with the soldiers who are coming home after the war? |
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+ \it ``The construction of the other'': Giving a group of people the |
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+ qualities of the ``other'' so as to portray them as `not you' and able to do |
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+ horrible things to them. |
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+ \subitem De-Humanise them, this is something Hitler did. |
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+ \it Like Mussolini, he created working programmes for the unemployed youth, |
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+ so as to indoctrinate the youth. |
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+ \it He also paid women to stay and home and have kids, for various reasons |
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+ such as freeing up labour force, indoctrination via the family etc. (note: |
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+ only women of the right `race'). |
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+ \subitem c.f: Eugenics. |
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+ \subitem Movie: Meeting of the Nazi leadership to decide the `final |
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+ solution', they DID NOT start out saying that we should just kill them. |
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+ \it The Eugenics Movement: Part of the construction of the other. |
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+ \subitem Eugenics Means \emph{Well Born}. Created as a part of Social Darwinism. |
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+ \subitem Both Positive (encouraging only certain people TO have children, |
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+ eg: Hitler giving money to certain women to have kids) and Negative Eugenics (Limiting certain groups from |
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+ having children). |
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+ \subitem In Canada we had both, and Hitler used both as well. In Canada we |
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+ concentrated the eugenics programme on the mentally ill etc, but this |
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+ crossed into racism as well. |
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+ \subitem After WWII and where we saw the eugenics programme lead (ie: |
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+ Hitlers eugenics programme), most countries stopped the eugenics programme, |
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+ except for Canada which continued well into the 50s. |
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+ \it Hitler's eugenics programme, although concentrated on the Jewish |
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+ peoples, a lot of other peoples died as well, anyone who was NOT seen as the |
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+ Aryan. |
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+ \subitem The racism here, was important and was very necessary for the |
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+ `construction of the other'. |
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+\end{itemize} |
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+ |
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+\section{Fascism} |
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+\begin{itemize} |
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+ \it Against both CL and Marxism, as Fascism rejects notions of perpetual |
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+ peace, democracy, ideas of rational humans (part of CL), and ideas of |
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+ tolerance and equality were rejected in Fascism. |
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+ \it Rejected Marxism: There is no class war (part of the notion of national |
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+ solidarity), dictatorship of a LEADER and not the proletariat/intelligentia. |
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+ \it Unlike Marx, religion (although an issue in some ways to Hitler as well |
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+ as Mussolini) they used the mythology of religion to lead an irrational |
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+ peoples. |
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+ \it Nation-State: Nation and State are intertwined to Fascists. |
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+ \subitem Some Fascists will accept colonies others will not (Hitler would |
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+ not want everyone to become German but Mussolini would want everyone to |
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+ become Italian under him). |
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+ \subitem Eugenics used to build the nation and control the population of the |
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+ state. |
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+ \it Racism: Hitler for instance created scientific research to justify and |
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+ solidify existing ideas of Racial and Gender separation. Racism exists, and |
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+ ideas of scientific racial differences etc, come about as a result of these |
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+ \it Autarky: Is it possible in a modern globalised era? |
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+ \it Unlike Marx, fascists saw the complex relationships between Institutions |
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+ and Economy (Marx's ideas of Economic Determinism), and Fascism challenged |
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+ Marxists notions of the power of religion etc. |
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+ \it Does Fascism imply cruelty, at least any more than the interpretations |
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+ of other models? |
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+ \it What happens if the leader dies in Fascism? Autarky as difficult to |
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+ sustain. |
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+\end{itemize} |
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+ |
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+\end{document} |
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+\documentclass[letterpaper,12pt,english]{article} %report for homework |
|
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+ |
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2 |
+\usepackage{babel} |
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3 |
+\usepackage{times} |
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4 |
+\usepackage{pifont} |
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5 |
+\usepackage{moreverb} |
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+\usepackage{alltt} |
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+\usepackage[pdfauthor={Tejas (Tj) Hariharan}]{hyperref} |
|
8 |
+ |
|
9 |
+ |
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+\begin{document} |
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+\renewcommand{\subitem}{\item[\ding{229}]} |
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+\renewcommand{\it}{\item[\ding{225}]} |
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+ |
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+\title{Lecture: \today }\author{Tejas (Tj) Hariharan |
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15 |
+\footnote{Licensed under a Creative Commons Attribution-Noncommercial-Share |
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+Alike 3.0 License. c.f. http://creativecommons.org/licenses/by-nc-sa/3.0/ for full license}} |
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+\maketitle |
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+ |
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+ |
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+\section{Tibetian Book of the Dead: Movie} |
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+\begin{itemize} |
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+ \it The consciousness remains between the 2 bardos for 49 days and the Book |
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+ of dead is read aloud to help the dead who can still hear. |
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+ \it Mind separated from body suddenly and experiences its enlightenment as a |
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+ bright light. |
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+ \subitem Both life and death are a continuous stream of uncertain things, . In the bardo of |
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+ death if the mind doesn't realise itself, it is born again in the bardo of |
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+ life. |
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+ \it ``Perhaps if he takes the words of bardo to heart his next life would be |
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+ as a human''. |
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+ \it Living Dying project: Helping dying people find meaning in death, as |
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+ death in our society was seen as a failure and there was a metaphor of fear |
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+ surrounding death, not so with the ideas of Bardo that are found in Tibetan |
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+ Buddhism. |
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+ \subitem This project helps terminally ill patients by helping them explore |
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+ other metaphors of life/death that would help them. |
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+ \it Bardo totem as a guidebook to help go through the journey of death |
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+ (death as not an end but a journey, a stage etc). |
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+ \it Poa: a unique Ceremony in Tibetan Buddhism to help the consciousness leave |
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+ the body the right way (via the top of the head) during death, so they can |
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+ enter the pure realm of life after death, rather than linger in the |
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+ uncertainties of the Bardo. |
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+ \it If the consciousness has left from the head then it's a good sign, as the |
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+ consciousness has had no obstructions as it left the body (remember: the |
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+ heart of conciousness is the HEART not head in Tibetan Buddhism). |
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+ \it ``I haven't done anything bad, so I'm not afraid to die'', the old man |
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+ who has done everything as he should and is ready to die, and wishes it to |
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+ come to him quickly. (Death as seen as something that always happens, and if |
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+ you are good then your death can result in liberation). If one has lived per |
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+ the Buddha's teachings, he is not afraid of dying. |
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+ \it After 9 days, if the dead fails to recognise the peaceful dieties in the |
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+ realm of the death (Bardo) as merely projections of his own mind, they turn |
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+ into horrible demons, terrifying demons. |
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+ \subitem ``Do not be afraid of these demons for they are projections of your |
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+ own mind, if you do recognise this liberation from the Bardo will occur as |
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+ simultaneous with the recognition'' |
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+ \it So that the dead may not cling to his body and those he left behind may |
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+ release him from their attachment to him, the body is offered to the fire (cremation). |
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+ \subitem The substances that are offered with the body represent everything |
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+ that re desirable and sustaining in this world. |
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+ \subitem Possessions donated to the monastery, to complete this process of |
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+ `letting go' and later auctioned to the village. |
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+ \it If the dead still does not recognise his state etc, by the last days, he |
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+ will once again experience the pain of death. The Bardo Thotrol is read aloud |
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+ to help the dead find a new rebirth as human, to help in this process. |
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+\end{itemize} |
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+\end{document} |