The Viennese students of Civilization: Humility, Culture and Economics in Interwar Vienna and Beyond De Weense studenten van de beschaving: bescheidenheid, cultuur en economie in Wenen en daarbuiten Thesis to obtain the degree of Doctor from the Erasmus University Rotterdam by command of the rector magnificus Prof.dr. H.A.P. Pols and in accordance with the decision of the Doctorate Board The public defence shall be held on Thursday the 9 th of January 201 at 13.30 hrs by Erwin Dekker born in Hoorn
Doctoral Committee Promoter: Other members: Prof.dr. A. Klamer Prof.dr. R.J. Leonard Prof.dr. J.J. Vromen Prof.dr. S.J. Magala
We felt that the civilization in which we had grown up had collapsed. We were determined to build a better world. Hayek, Foreword to Mises, Socialism Humans are at best in the process of becoming civilized Norbert Elias
Contents Chapter1 Introduction 11 Chapter2 TrappedbetweenIgnorance,CustomsandSocialForces51 Chapter3 TheMarket:CivilizingorDisciplinaryForce? 83 Chapter4 Instincts,CivilizationandCommunities 117 Chapter5TherapeuticNihilismortheHumilityofthestudent145
Chapter6ThestudentasDefenderofCivilization 177 Chapter7ThestudentofCivilizationandhisCulture 207 Chapter8CultivatingEconomicKnowledge 229 Chapter9 Whatitmeanstobeastudentofcivilization 263 Bibliography 289 DutchSummary/NederlandseSamenvatting 307 CurriculumVitae 315
Acknowledgments
Chapter1Introduction 1. LatevisitorstoPompeii
their
the students 3.
2. Civilization?
individual
3. Whycivilization?
and shoulddo doshould
4. InterpretingtheVienneseortheAustrians
raison d être
Empire
5. TheconversationsaboutHayek
traditions
scientificproblems methodological principles
6. Economicknowledgeandknowledgeabout civilization
theauthor
valuable
Chapter2 TrappedbetweenIgnorance,Customs andsocialforces TheindividualintheinthetraditionoftheViennesestudentsof civilization Wer seine Schranken kennt, der ist der Freie, wer frei sich wähnt, ist seines Wahnes Knecht Who knows his limits, he is free who believes he is free, is a slave to delusion From the play Libussa, by Grillparzer
1. Emancipatingtheindividual
20 21
22
not
23
2. Liberalhopes
3. Liberalfrustrations
4. Socialforcesandelites
5. Civilizationandrestraint
Chapter3 TheMarket:CivilizingorDisciplinary Force? Ontheroleofmarketsinthecivilizingprocess Man is not born free. He is born to a new freedom which he can only achieve by taking up the chains of tradition and using them, for paradoxically, these very chains are the instruments of freedom Bronislaw Malinowski, Freedom and Civilization, 1947
1. Socialismandthesocialengineers
notnot
2. Thereturnofnaturalinstincts
3. Marketsandthecivilizingprocess
4. ThePriceofthecivilizingprocess
submission
5. Conclusion disciplineandcivilization
Chapter4 Instincts,Civilizationand Communities Theconversationabouttheindividualandcivilization continued
1. Tamingtheinstincts?
homoeconomicus
parexcellence
without
2. Sourcesofcivilization
3. Asharedculture
homoeconomicus
theirchild soldiercountry, scientist.
Chapter5TherapeuticNihilismortheHumility ofthestudent Onthelimitationsofthestudentofthecivilization No person can escape death; yet the recognition of this necessity certainly does not force us to bring about death as quickly as possible Ludwig von Mises, 1919 Though we cannot see in the dark, we must be able to trace the limits of the dark areas Hayek, 1960
1. Therapeuticnihilisminmedicine 77
78 understanding
79 80
laissezfaire unscientific
81 82 83 marveled
2. Therapeuticnihilismasaculturalphenomenon 84
the
3. TherapeuticnihilismamongtheViennesestudentsof civilization
85 87
fruit ; 4. Thelimitsofeconomicknowledge
5. Conclusion acceptanceandcourage
Chapter6ThestudentasDefenderofCivilization OrScipio stearsandthefateofacivilization Nichts bringt das Verlorne zurück - Rudolf Sieghart, 1932 Human reason needs only to will more strongly than fate, and it is fate - Settembrini in Thomas Mann s Magic Mountain,1924
1. BrochandthePowerofLiterature
2. Defeatism?
3. Theflawsofhistoricism
and
4. Theneedforadefense
not
Thefuturedepends uponourselves.
5. Renewedideals?
what
6. Conclusionfateandcivilization
Chapter7ThestudentofCivilizationandhis Culture Ontherelationshipbetweenthescholarandhisobjectofstudy He saw the world going under, and it was his world Joseph Roth The Radetzky March,1932
1. Therapeuticandedifyingknowledge
God,grantmetheserenity ToacceptthethingsIcannotchange, CouragetochangethethingsIcan, Andwisdomtoknowthedifference 117
2. Theresponsibilityofthesocialscientist
3. OnthehumilityoftheViennesestudentsof civilization defineandinstitute
liberalerradikalismus,
Chapter8CultivatingEconomicKnowledge ThestudentofcivilizationinParadies Manchmal denkt man sich, hat denn einen Sinn Diese ganze Problemspalterei? Draußen fließt derweil froh das Leben hin Und selbst ist man so wenig dabei. Wars nicht kliiger, im Strom zu schwimmen, Als die Wasserkraft zu bestimmen? Ließ man nicht besser alles Denken sein, Lebte einfach froh in den Tag hinein Und genosse des Augenblicks Rausch? Doch man weiß ja, hier gibts keinen Tausch. Oh the time, it comes, when we must question why, Is such questioning really that smart? Life goes on and on, it just keeps flowing by, And we all play a very small part. We could swim along, take no notice Of the tide's direction, the world s focus. Should we not, perhaps, keep these thoughts at bay, Push our cares aside, and relish what's today. And yet there's no tradeoff at hand, Somehow we must take a stand. Final verse from the Mises-Kreis Song
1. WienerKreise,inplural
the
2. Betweencoffeehouseanduniversity
3. TheritualsoftheKreise
CongrèsInternationald'ArchitectureModerne
and
4. TheimportanceoftheconversationintheViennese tradition
facetoface, 5. Conversationasscholarlypractice practice lectures wrote
and
Chapter9 Whatitmeanstobeastudentof civilization Onmoderneconomicsandthestudyofcivilization When we look for examples of man s control over culture we begin first to wonder, then to doubt. Leslie A. White, 1949 1. Whatitmeanstobeastudentofcivilization
1. Thescholarisalwaysstudentandneverthemasterofhissubject
2. Thereisadifferencebetweenknowledgefromandknowledge aboutcivilization
can
3. Marketsareculturalinstitutionswithculturalandmoraleffects
4. Thereisatherapeuticortragicelementtotheworkofstudentsof civilization show
Thestudyofcivilizationisasocialprocessbetweenvarious studentsandtheirculture
2. Whencivilizationbreaksdown
3. Thescholarlyheritageandtraditions
and
sensus communis
act
from
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