Joshua D. Goldstein

Strange Legacies of the Terror: Hegel, the French Revolution, and the Khmer Rouge Purges

Abstract Explanations of the violence perpetrated by the Khmer Rouge between 1975 and 1979 in Cambodia often conflate two events: the far-ranging and self-destructive violence within the revolutionary Party, which led to the deaths of tens of thousands of cadres, and the larger genocidal destruction of so-called “counter-revolutionary” classes and ethnic minorities. The exterminationist violence inflicted within the Khmer Rouge organization itself is perplexing, for its shape and sequence cannot be explained by theories of mass violence in the current literatures on genocide or state terror. Our aim in this article is twofold. First, we show how key features of a theory of limitless, exterminationist, and ultimately self-destructive violence are contained within G.W.F. Hegel’s obscure analysis of the Terror of the French Revolution. Second, this Hegelian theory of exterminationist violence with a particular model of modern consciousness at its heart, can account for the transformation of typical forms of revolutionary violence into limitless self-annihilation. By drawing on Party documents, speeches, and radio broadcasts, we show that this theory can explain the shape and sequence of the internal purges of the Khmer Rouge.

Hegel and the Paradox of Democratic Education

Abstract This article explores Hegel’s Philosophy of Right as a work on education that responds to two democratic ideals: the ideal of individual integrity, which demands that individuals come to know the principles that animate them of their own accord, and the ideal of collectivism, which demands that individuals be at home in a shared world. While the great political works of Plato and Rousseau fasten on one of these ideals at the expense of the other, I show that Hegel’s political philosophy accepts both. The result is what I call the paradox of democratic education. Hegel solves this paradox through a three-fold pedagogical strategy which speaks to the transformational possibilities of institutions as well as more directly to the needs of the “ironic consciousness.” This strategy reveals a Hegel who calls on us to strengthen our commitment to a democratic polity through a deeper conception of the requirements of democratic education.