This article argues that G. E. Lessing should be viewed as one of the German Enlightenment’s foremost thinkers of peace alongside his contemporary Immanuel Kant, whose contribution to thinking peace in the eighteenth century is already well recognised. It makes this case by examining two of Lessing’s late works: the 1779 drama Nathan the Wise and the 1780 essay The Education of the Human Race. The dialogue between faith and reason characteristic of Enlightenment discourse is at the heart of both texts, but here it is argued that peace is a crucial third moment. While in Nathan Lessing asserts the need to find peace between the forces of faith and reason in a literary register, in the Education essay he does so in a more explicitly theoretical mode.
A Renewed Biological Imaginary of 'Race', Place and Identification
In the United States of America, use of DNA samples in criminal investigation and of genetic ancestry tests in 'personalised medicine', 'pharmacogenetics' and for personal consumption has grown exponentially. Moreover, use of such technologies is visible in the public sphere. In South Africa, DNA sampling for ancestry testing is the most publicly visible application of these technologies. This work has shifted constructions of 'KhoiSan' communities from yesterday's 'missing evolutionary link' to today's 'Edenic origin of humankind'. I question human biogenetics as a home for meanings of history, humanity and belonging. To this end, I read selected genetic genealogical studies of communities considered 'KhoiSan', 'Coloured' and 'Lemba' in South Africa against concerns raised in recent literature about the use of such studies in the United States of America. I ask why bio-centric conceptions of 'race', identity and 'the human' remain so resilient. To grapple with this question, I draw on Sylvia Wynter's (2001; 2003) adaptation of Frantz Fanon's (1986) concept of 'sociogeny' into 'the sociogenic principle'. I close by suggesting the code for what it means to be human is best located in the 'word' rather than the human genome.
Hume, Smith and the Justification of European Exploitation of Non-Europeans
Elias L. Khalil
Civil society consists of members obligated to respect each other's rights and, hence, trade with each other as equals. What determines the boundary, rather than the nature, of civil society? For Adam Smith, the boundary consists of humanity itself because it is determined by identification: humans identify with other humans because of common humanness. While Smith's theory can explain the emotions associated with justice (jubilance) and injustice (resentment), it provides a mushy ground for the boundary question: Why not extend the common identity to nonhuman animals? Or why not restrict the boundary to one's own dialect, ethnicity or race? For David Hume, the boundary need not consist of humanity itself because it is determined by self-interest: a European need not respect the property of outsiders such as Native Americans, if the European benefits more by exploiting them than including them in the European society. While Hume's theory can provide a solid ground for the boundary question, it cannot explain the emotions associated with justice. This paper suggests a framework that combines the strengths, and avoids the shortcomings, of Smith's and Hume's theories.
John Henry Newman’s The Idea of a University speaks to the concerns of African educationalists, not despite, but because of the circumstance that his fidelity to the ideal of a university as a seat of universal knowledge is tied to his argument for the inclusion of theology as an indispensable part of any university syllabus. It is not the case, moreover, that his idealism resonates with us purely because it is carried by a magnificent prose style. Rather, Newman’s thoughts about the universality of higher learning touch us across a considerable culturo-temporal divide, because Africans in their quest for a form of university education which will harmonize with their Africanness are driven by an innate conviction, too seldom made explicit, that such education would have to be inseparable from their own spirituality and religious commitments. If the conviction remains largely unspoken, this has much to do with the global climate of scientism and secularism in which humanity’s aspirations – religious and educational – must seek expression. It is, perhaps, because we are denizens of this climate that we can scarcely suppress a smile at Newman’s claim that theology is a factual science much as, say, physics is a factual science and why his assertion in the Fourth Discourse that “the preservation of our race in Noah’s Ark is an historical fact which history never would arrive at without revelation”1 strikes us (quite rightly) as being something of a howler.
Origins and Arguments
David R. Roediger
The call-in show on Wisconsin Public Radio in 1995 began with the host skilfully introducing me as an historian who tried to explain how a white identity had come to seem so important to so many working people in the United States. We talked about efforts to understand why such significant numbers of people came to see themselves not as workers, but as white workers; not as women but as white women, and so on. And then to the phones and eager callers: Why do African countries make so little progress? Aren’t African Americans racist too? Isn’t their “reverse racism” the biggest problem? Hasn’t the welfare system enlarged a parasitic, amoral nonwhite underclass? The barrage of such questions, on public radio in a quite liberal city, took virtually the whole hour. The last caller, an African American worker at the University of Wisconsin, initially offered no question but a comment. All of the prior questions, she observed, focused on people of colour. Despite the subject of my work, she continued, and despite the moderator’s unambiguous introduction, no caller had deigned to discuss whiteness at all. If I were an expert on race, the white callers had been certain that my role was to contest or to endorse accusations and generalisations concerning those who were not white. Why was it so hard to discuss whiteness?
Retrieving the Africanist (Liberatory) Conception of Non-racialism
Liberalism and racism have been intertwined for hundreds of years, for the same developments of modernity that brought liberalism into existence as a supposedly general set of political norms also brought race into existence as a set of
On 20th Century Revolutionary Socialism, from Poland to Peru and beyond
Jean-Numa Ducange, Camila Vergara, Talat Ahmed, and Christian Høgsbjerg
heterogeneous world. Talat Ahmed University of Edinburgh Here to Stay – Here to Fight: A Race Today Anthology, by Paul Field, Robin Bunce, Leila Hassan and Margaret Peacock (eds). London: Pluto Press, 2019. 304 pp. The journal Race Today
Some Senses of Pan-Africanism from the South
argues that one cannot presume shared values and African solidarity in such a gigantic land of complex ethnic, cultural, religious and linguistic diversity. He warns against simplistic bigotry in calls for race-based Pan-African unity, which exacerbate
’ terms. I write out of a personal existential context. This context is a profound source of knowledge connected to my ‘raced’ body. I theorize from a place of lived embodied experience, a site of exposure. In philosophy, the only thing we learn to
Rick Turner on Morality, Inequality and Existentialism
a country, it seems contemporary debates about a universal basic income or brain drain are similarly incomplete unless they also address Turner’s demand that poverty and race reforms must cut to the heart of people’s personalities and rewire how