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School segregation is another example their low performance at school. Walker fur- of oppressive education policy that is grounded in ther argues that students whose cultures are differ- deficit thinking. As has been said, deficit thinking is considered a Such a blaming game has apparently been based on pseudoscience because it lacks empirical verifica- unproven stereotypes and unempirical if not base- tion. Deficit thinkers usually base their study on less assumptions.

accountability system which links school perform- Temporal Changes ance with evaluations and accreditations. The better performing schools will be rewarded and the non- According to Valencia , deficit thinking is performing will be penalized. tion may have further perpetuated the deficit model Two points would make this clearer.

First, deficit practices because the students, teachers, and school thinking is shaped more by the ideological and re- administrators would be in fear in that policies search climates of the time—rather than shaping the which can fix the issues will be devised.

Again, this climates. Second, the fluid aspect of deficit thinking fixing effort will usually try to focus on internal is not seen in the basic framework of the model, but matters of why students do not perform well.

rather in the transmitter of the alleged deficits. Characteristics of Deficit Thinking Educability Valencia , proposes six characteris- Valencia argues that the social and behav- tics of deficit thinking: a blaming the victim, b ioral sciences have four goals: describe, explain, oppression, c pseudoscience, d temporal predict, and modify behavior.

Deficit thinkers would changes, e educability, and f heterodoxy. These use these goals to put forward their deficit perspec- are explained in the following sections. During the projects, these nomic conditions within the schools and society do educators were able to discuss ways to create more not appreciably relate to why variability exists in equitable learning environments for their students.

This makes a lot of sense. In-service teachers can significantly benefit from discussions with others or consultations with experts as they can, perhaps, be Heterodoxy aware of their taken-for-granted teaching beliefs and Valencia argues that the notion of hetero- practices so they can make calculated changes next doxy, which can be simply referred to as alternative time they teach.

or differing views, can help us grasp the debates Valencia also summarizes a number of between deficit and non-deficit thinkers. Scholars have suggested anti-deficit doxy—reflecting the dominant, conventional schol- thinking strategies can potentially improve the edu- arly and ideological climates of the time. Through cational experiences of all students.

Although such heterodoxy had lit- school. model teaching practices. Specifically, Alber , Deconstructing Deficit Thinking: Practical para. Goal Setting. In order and what they can teach others to do. Include to deconstruct deficit model policies and practices a writing activity where students set personal within the school, democratic education should be and academic goals, highlighting how the in place.

Pearl says that at least four requirements skills and talents they already possess will should be met in order for the democratic education help them grow and accomplish these goals. to take place. The requirements are a provision of knowledge that would allow every student to 2. What I Know Well. innocence , and freedom of movement, c provi- 3. My Learning Inventory. Ask students to list sion of opportunities and skills to everyone so he or all the ways they learn best: by doing, by read- she can participate with equal power and d provi- ing, by drawing, by seeing, by creating Also, sion of equal encouragement to everyone so he or have them list the things that have made their she could participate in various societal activities.

learning memorable possible answers: “a Further, Garcia and Guerra proposes a good book,” “a nice teacher,” “a fun assign- socio-cultural framework for the deconstruction of ment”. Ask them to also include things that deficit discourse through professional development.

may interfere with their learning possible ex- ample, “if something is too hard”. Artifact from My Life. Students choose take as the relevant context? something precious to them, an item that has How is what the speaker is saying and how he value personal, not monetary.

Create an as- or she is saying it helping to reproduce con- signment where the students bring the item to texts like this one e. They daycare , that is, helping them to continue to can write about it and then share in small exist through time and space?

groups why the item is so special. Remember that critical to the Is the speaker reproducing contexts like this learning process is self-reflection. Is what the speaker is saying and how he or she is saying it just, more or less, replicating Theoretical Framework contexts like this one or, in any respect, trans- For the present study, I consider deficit thinking forming or changing them?

These informed my analyses of my interview data with Ms. that I observed is situated within a church building on the east side of a mid-sized college town in the Methodology Midwest. Altogether, there are four pre-K Head Start classrooms at this church location.

The class- This is simply a case study but tries to utilize room that I observed is was team-taught by Ms. Sharon not real names. teacher talks about her students and their parents. As we use language to construct, deconstruct things, Observation or to get things done, the contexts may help us in this sense.

analyze the data: Anna and Ms. Sharon, the assistant teacher, engaged in inside the class. In fact, the children would not How is what the speaker is saying and how he spend so much time studying after lunch as they or she is saying it helping to create or shape would take an hour-long nap and have some snacks possibly even manipulate what listeners will before they go home. In addition, Ms. state and she has extensive experience teaching chil- During my first observation, I paid attention to dren aged 5 and under.

Anna started her career the physical condition of the class and the kinds of teaching children after she graduated from college activities that the students and the teachers were decades ago. Anna, she has been teaching in doing from the beginning. From this observation, I this federally-funded classroom for almost five learned that the class is following some types of years.

During the interview, it was revealed that Ms. In fact, Ms. Anna printed and attached a Anna had taught in many different daycares before list of daily activities that the students and the but Ms. Anna had to adjust here and there and had teachers will be doing every day from the very first to upgrade her ability when she first worked at her minute to the last minute. current Pre-K class. She had to do more paperwork Because I witnessed the same activities were and learned other computer skills which were not performed on my second observation, I diverted my required in her previous works.

Currently, Ms. Anna attention to unfamiliar things that the teachers or the serves as a lead teacher. students were doing. With careful observation, I Data Analysis Process noticed that Ms. Anna and Ms. Sharon were not re- luctant to do different things e.

I also coded my interview routine has been established. In addition to observ- transcripts and observational notes. It is important to ing the nature of student-teacher interactions, I also note that I had to omit some data because both Ms. focused on how Ms. Sharon per- Anna and Ms. Sharon talked about things that were formed team-teaching and on how responsibility not directly related to the topics of my questions.

was shared. Overall, I used my observation as a tool to gain As per the transcription process, I decided to pro- preliminary knowledge or initial assumptions of my vide light Jeffersonian transcription where I type research setting. To help me transcribe the huge the class is actually run. For me, such initial knowl- amount of audiotaped data, I used Express Scribe edge and experience would better assist me when I software where I can set hotkeys e.

For example, I can just con- key for pause and F9 key for replay so I could con- firm my interpretation of one particular classroom tinue typing without having to close my Microsoft activity or interaction during the interview. Also, I Word file. Because the transcription process can was hoping to get some general impressions of Ms. data that was not related to topics discussed. An- other benefit of this transcription process is that I Interview could develop some kinds of initial analysis of the I initially conducted two separate semi- data.

structured interviews with Ms. Anna and one inter- To analyze the data, I first tried taking the fol- view with her assistant for another project that fo- lowing three steps: describing, analyzing, and inter- cused on teacher teaching beliefs. For this study, I preting. The data I collected from the interview were decided to use the data from my two interviews transcribed and were coded and analyzed themati- with Ms. Anna because this study focuses on Ms.

I also took the same process when I analyzed Anna. I later decided to do another interview with observational note data. I would discuss these Anna where I asked specific questions that could themes in regard to deficit thinking theory. Here, I fo- Reflexive Tool which could, I hoped, shed addi- cus my analysis on my interview with Ms.

Participants Here, I simply printed my transcribed data and Ms. tative analysis software packages such as N-Vivo. I mean you know like I said I had cided to draw themes based on the themes of my parents who want good education; they are interview questions. This strategy allows me to learning something, not just playing.

quickly arrive general interpretations of the data. The context of Ms. The parents would oftentimes ask sis so I tried revisiting my initial codes several whether their children had met their learning goals. I times. This allows me to move from a broad under- think, here, Ms. I also where the parents of high-SES students want their asked one of my colleagues to read my transcripts pre-K children to learn more, not just playing.

When and codes to check if the themes have accurately Ms. The high-SES parents order to delimit this paper. As I said earlier, these who paid expensive daycare fees demanded to know themes were largely based on the questions that I if their children had met the learning goals while the asked during the interviews, but the themes mostly low-SES parents of Head Start program did not nec- connected to how the teacher perceives her students essarily do so.

The themes are as fol- children follow Head Start learning principle which low: learning through play. Teaching high-SES vs. low-SES students I think the context that Ms. Anna was trying to 2. The elite parents who can afford expensive 4. Perfect families vs. broken families education fees are depicted as the ones who want to I would go through each of these themes in de- make sure that their children receive a good educa- tails where I would refer to specific quotes to sup- tion from early on so they will be better kids thus port the proposed themes.

As these are tentative the possibility of their having better and brighter themes, I may possibly revisit and revise themes in future will be more likely. This kind of education my future studies involving the same dataset.

This scenario has seemingly been taken for granted for makes sense because my understanding of the data generations; it is supposed to be like that; critical would possibly evolve if it is seen at a later time. review of such scenario is not needed. Although students, Ms. Anna offered some significant con- quality education is claimed to be available for eve- trasts between what the parents of high-SES stu- ryone, only those with sufficient capitals can truly dents and low-SES students expect from their chil- access such high-quality education.

In the following interview marginalized low-SES students will stay in their excerpt, Ms. Anna considered parents of high-SES places. students belong to elite groups and assumed these Ms. When Ms. The context of her FZ : Why? like over there? The fact that her MA: Like I said uhm. well-known university in the Midwest makes her MA: Incarcerated uhm like I said uhm we Head Start class uniquely-different from other Head serve the Midwestern university population, Start classes.

Other classes usually have local poor about two miles from campus, two miles. students whose parents do not necessarily have a FZ : Why do you think do:: you think that has college education.

Anna is aware that her stu- connection with uhm. In From the above excerpt, we can see how Ms. ents of students in different Head Start locations.

To Although Ms. She hinted that teaching students, the students will have more possibility to succeed. whose parents are uncaring, is very much different This kind of perspective seemingly makes perfect from teaching those with caring parents.

assignments to teach lower level students as nega- tive ones. Did you see differ- work, difficulty with discourse … are indicative of ences? Such perceptions are cer- MA: A huge different! tainly troubling because they impact how a teacher FZ : What are they? Can you explain? Anna addressed her concerned where I work and another Head Start site, about the kind of negative impacts children with which is on the other side of town, because rough family life would bring to the classroom.

To do more research, to learn. things that no children of their age would have said. FZ : Students? As a teacher, Ms. Anna said she indeed dreaded of coming to class and face these kinds of children.

They site, right here. If I do another site, it was not kicked, they hit me. but I worked at Broadview was nothing Ms. Anna at one point during the interview. I think like it. Though we can see that there are a a teacher to come to class as there was no comfort lot of examples of struggling single-mothers, we at all.

We have seen thing to help these violent students. To me, these so many stories of single mothers successful raising kinds of students would likely be like this because and educating their children.

I think it makes sense not many teachers would go extra miles to learn the to consider single-family hardship and struggle but actual causes of their violent acts as everything, this should not make us engender deficit thinking. I usually, is linked to their family life. Below, Ms. understand the context that Ms. She was referring to vul- connected to their family life. some of that takes a toll on the child, whether Perhaps, Ms. Anna here considers that students emotionally or socially yeah.

coming from troubled or broken families are at risk Here, Ms. Anna argued that difficult family life of not being able to learn like other children who would affect a child either emotionally and socially. While it makes so dents. poorly at school. That way, we will not base our Judging from Ms.

tioned by Valencia above. Thus, simply labeling Similarly, Ms. Anna further talked about ideal Ms. According to Ms. Anna, two- Ms. For instance, a child who did not the husband and wife can take turn caring for their know his or her mother and father and was raised in children.

Thus, children of a two-parent family can a foster home would never have a family if he or she get full familial supports. goes by such a definition. Adopted children raised I think it makes a difference. This is just my by same-sex couples might also be troubled by the opinion.

You could ask somebody else, definition. I think educators need to avoid using a maybe someone say no because I am not say- single broad brush to treat every issue in their class- ing all people of single families. I am not say- rooms. ing that at all. We should not take ceased, or out of your life. to critically question such practices so we might not From the excerpt, we learn that Ms. Anna claims continue perpetuating practices that would marginal- that a single mom would find it harder to support a ize minority groups.

The Never-ending mantle it in their everyday practices. Teacher perceptions of English ing and Head Start Program in general but also al- learners acquisition of academic English: Impacts lowed me to practice what I learn in qualitative on long-term English learner classification.

class and experience what it really means to actu- eJournal of Education Policy, ally conduct a qualitative study. The themes that I draw from the dataset might not represent the Payne, R. High- those interested in the issues of deficit thinking in lands, Texas: aha! Process, Inc.

the field of education, would gain a deeper under- Pearl, A. Cultural and accumulated envi- standing that deficit model of thinking can be en- ronmental deficit models. Valencia gendered or perpetuated unconsciously. Washington, DC: The Falmer Press. Alber, R. Tools for teaching: Pearl, A. Democratic education as an alter- Ditching the deficit model. Retrieved April 29, native to deficit thinking.

Valencia Ed. teaching-tool-ditching-deficit-model-rebecca- Washington, DC: The Falmer Press. alber Pitzer, H. Deficit discourse, urban teach- Anderson, A.

Critical Education, 4 toral dissertation. Syracuse University, Syra- 11 , cuse, New York. Garcia, S. Deconstruct- Pitzer, H. Urban teachers engaging in criti- ing deficit thinking: Working with educators to cal talk: Navigating deficit discourse and neolib- create more equitable learning environments.

eral logics. Journal of Educational Controversy, Education and Urban Society, 36 2 , doi: Pre-service Gee, J. How to do discourse analysis: A bilingual teachers and their invisible scars: Impli- toolkit. New York: Routledge. cations for preparation programs. SRATE Jour- nal, 19 1 , Grenfell, M.

Bourdieu, language, and edu- cation. Grenfell, D. Bloome, C. Hardy, K. Simone, J. Addressing the marginalized Pahl, J. Street Eds. New nating deficit thinking Unpublished doctoral dis- York: Routledge. University of Illinois at Urbana- Champaign, Urbana, Illinois. Menchaca, M. Early racist discourse: Roots of deficit thinking. Conceptualizing the notion evolution of deficit thinking pp.

Wash- of deficit thinking. evolution of deficit thinking pp. Washing- ton, D. Valencia, R. Dismantling contemporary deficit thinking: Educational thought and prac- tice.

Con- van der Valk, A. Questioning Payne. Re- temporary deficit thinking. candidate in the Department of Literacy, Culture, and Language Education LCLE , with a minor in Instructional Systems Technology IST , at Indiana University Blooming- ton. With a Fulbright scholarship, Faishal earned an MA in Teaching English to Speakers of Other Languages TESOL from the Indiana University of Pennsylvania in Before starting his Ph. program at Indiana University Bloomington, Faishal served as an English language teacher educator in Indonesia.

He has taught a first-year multilingual composition course and Indonesian language courses at Indiana University Bloomington. He actually intended to write and submit to the Strand magazine twelve Doyle. During his recuperation, his friend B. 験,; English translation by Harris, for Fletcher Robinson gave him through his stories some reason it reminded me of something I had ideas for writing another Sherlock Holmes story read in or A trace1 was still lingering in known now as The Hound of Baskervilles.

my mind. However, in the preface pp. less familiar works. Conan Doyle also wrote on real we can see the statement that Edogawa started criminal cases that happened in the UK.

The piece his writing career as an exponent of the mystery sto- in question is The Debatable Case of Mrs. These prod- ucts have been collected by Jack Tracy editor in his edition.

This might have led him to include, as homage to Conan Doyle, in his story line of The Psychological Test details of the Emsley case. Every contact leaves a trace: A The Debatable Case of Mrs. OTB ing the crime scene. Strand Magazine illustration Forum, 9 1 , May by Sidney Paget. Al- It is unavoidable for the judge at the time to convict ready, in his youth he had become familiar with the Mullins with such a small margin of error.

The crime fiction read to him by his mother p. These are the essen- time. Those stories appealed to him due to the care- tial details of the case as presented by Conan Doyle ful plotting, logic and reasoning p.

With these and in the section on comparison of the writings of experiences it is perhaps not a surprise that Edo- both authors I will describe what first arrested my gawa became an author in his own right. The Debatable Case of Mrs. Emsley published in the Strand, May The Psychological Test 心理試験, ; English This is an actual case that happened in London in translation by Harris, August 16th. The most striking details are This is a fictional case to begin with and written that the widow Mrs.

Mary Emsley was found mur- as such by Edogawa Ranpo in The fictional dered in her house. the murderer murders the widow who, like Mrs.

Fukiya is a was. Although he the case by the police. is in fact Fukiya. Even with his familiarity with psy- chology, Kasamori could not find a result marking Fukiya as the true criminal. Because the screen-painting was brought in just a day before he did his crime, Fukiya sealed his guilt. The timeline issue of the screen-painting proved that he had been there. A Comparison of the Sources The first trace was the similar description of the widows in both writings: their unpleasant character to others and in dealing with their tenants.

Is this a coincidence, perhaps? These points are the common features of both writings. However, the time of the crime are in each different. Japanese tales of mystery and a definite time p. The main persons involved imagination. North Clarendon, VT: Tuttle. In the report of Conan Doyle the case is build up through witnesses who have either seen him near Mrs.

The cumulative force of the evidence resulted in a verdict of Mullins being hanged on November 19th. The judge in this case had reservations on the case but it nonetheless resulted in a guilty verdict by the jury. In the story of Edogawa, there are different theories why Fukiya did the crime. For financial gain or instead to commit the perfect crime. It seems to be an overly intricate way to implicate Emms in the crime to receive a re- ward by initially murdering the Mrs.

The complete true crime Edogawa while writing his story. gawa might have read other writings of Conan Doyle too. In that case, The Debatable Case of Mrs. Emsley published in the Strand May would The widow Mrs. The in the present report on mental literary traces.

Is it just a memory-trace or is it an intentional ble for others to revive her. Fukiya steals half the trace placed by the author for the reader to find? money she keeps in the house and brings it to the One important result from this report is that Edo- police in a wallet he prepared for that purpose. In- gawa is not guilty of plagiarism if it turns out in fu- stead of stealing money, the murderer of Mrs. The police creativity and appreciation. arrested also charged Mullins in connection with the References crime.

Complete crime scene investiga- fully addressed. Fukiya finished the job with a jack- tion handbook. Boca Raton, FL: CRC Press. The complete true crime Edogawa, R. Mirror: Selected masterpieces writings of Sir Arthur Conan Doyle: The Debat- of Edogawa Ranpo [Edogawa Ranpo kessakusen able Case of Mrs. Emsley J, Tracy, Ed. Bloom- Kagami] K. Minato, ed. Japanese tales of mystery and 理試験, imagination J.

Harris, Transl. Tokyo: Tuttle. About the author: Jeroen Bode worked at Tsukuba University from to , and since he has been with Ibaraki Christian University in the Faculty of Literature, Department of Contemporary English.

From he began working as an independent official translator of Japanese. His translation work led him to redirect his attention to applied language skills during the process of translating and let to include forensic lin- guistics as his major academic interests.

He received his M. in Japanese language and culture in from Leiden University in the Netherlands. Despite the fact that research on Haushofer and his views goes back about years, the book by Herwig is a retrograde step because it overlooks everything that has been published about Karl Haushofer and German geopolitics since the mids.

Keywords: geopolitics, Haushofer, Herwig, propaganda, demon, Japan, mistakes, essay, out-of-date A bout years prior to the publication of this article, Karl Haushofer was born in Munich on August 27, Roughly 77 years later, on March recent monograph about Karl Haushofer meets these requirements will be discussed below. Karl Haushofer as an Object of Propaganda and 10, , he committed a dramatic double suicide with his wife Martha.

Walsh , , so if they are written by established scholars and , and Hans W. Revisiting Karl Haushofer: taken up in the s by some authors in the new A critical look at the most recent biography.

Eastern Bloc, who saw many parallels between OTB Forum, 9 1 , Semjonow USSR criti- 1 Most of these authors either came from Germany or Austria or had family roots there. Different from other US authors, H. Murphy, , p. html Dec. Most recently, works by Haushoferism.

ing to explain but not evaluate his activities and With such an array of related publications, any- theories. To whole endeavor was more of an annotated anthol- find out how far Holger H. Herwig was able to ful- ogy and collection of documents than a critical bi- fill this task in an up-to-date, reliable and verifiable ography. debated German works about Haushofer by Frank The Demon of Geopolitics and the Question of Ebeling and Bruno Hipler refueled Sources the debate.

Ebeling and Hipler interpreted things differently from earlier works and from each other. He did his hypothesis on this basis that Haushofer must not see the breath of evil. He let the demon soar into have had an equally strong influence on Hitler. the world. Other publica- politics in Action , widely used in the refer- tions of the same period, like those by Rainer ence section of the English Wikipedia-entry on Sprengel , David T. Murphy , Rudolf Haushofer Spang, this issue, pp.

thesis as apologetic and a step backward. Due to this lack of evidence, that the German-born Canadian author has full com- many arguments presented by both authors are at mand of all late twentieth and early 21st-century least questionable. xv is based on search in the field. Besides Hipler, the only other incompatible with accepted academic standards. more recent work used by Herwig is the harshly The fact that Herwig follows in the footsteps of criticized monograph by Ebeling.

attentive reader because of its weird claim. and is thus—at least in large part—a step behind what others have already written. Mixing these two systems is confusing. While such a judgment might ten by Albrecht Haushofer during his trip to East sound harsh at first sight, Herwig himself admits in Asia in , has been saved by the family and is his introduction p.

Adolf Jacobsen N , let alone further material Even though the book features around endnotes, in the University Archive of the Ludwig-Maximi- many of the points made lack proper referencing, lians-University, the Bavarian State Archive adding to the overall essayistic style of the book; Hauptstaatsarchiv, Abteilung IV Kriegsarchiv or rather many minor mistakes are present in these the Institute of Contemporary History IfZ , all in notes as well.

Moreover, there is the private archive of endnotes reveals that Herwig mentions a total of 28 the Haushofer family. How anyone who claims to works by Karl Haushofer. While this looks like a have visited most of these places preface pp. ix-x solid sample, knowing that Haushofer published can honestly argue that there is a lack of sources, around or works including around three remains inconceivable. Spang and Ernst Haiger. There are no numbered pages in vol.

I of that book , chapter VII, note 59 pages indicated by Herwig are wrong: not but , conclusion, note 34 Herwig refers to pp. See reference 28 below for a short discussion of the confusing fact, that the book features around 90 footnotes besides its roughly endnotes. Spang, , offers an Auswahlbibliographie selected bibliography, pp. Any shorter version p. xii in his introduction. Furthermore, Herwig seems strongly influenced by This kind of ambiguity continues in the notes.

this book because his general argument, i. A look at the first endnote of the book p. since Applying academic standards, the print- Cited in Karl Haushofer, 2: While the real Karl recent works on Haushofer listed with an asterisk Haushofer had one sister Marie Amalie, in the reference section below was made on pur- and one brother Alfred, , Herwig pose, what purpose remains unclear, however.

The term rassenbildende, which Her- their sojourn in Asia. The most authoritative dictionary of the German language, the Duden est. Here, it remains entirely un- eight servants any more accurate. A look at the To what kind of wrong assertion the over inter- election results of the Weimar years i. On page , Herwig but it is just wrong. officials as early as mid and the proclamation A look at the last page of Bausteine zur Geopolitik of the Nuremberg Race Laws in September One potential explanation would be that Herwig added the footnotes when he revised his nearly finished late twentieth century draft of the book.

The next three parties got 36 seats, leaving a mere eight seats for the smallest six parties. That means that 14 out of over 50 parties that entered the election were represented in the Reichstag, with the most significant five parties exercising political power. This ble break with Hitler. To the contrary, he never mentioned famous leaders of Japan during the Meiji Era this episode until it became clear that Nazi- Different from what Herwig claims, Yama- Germany would lose the war.

to offer a way off the hook. The usual translation of World War I. The prefix O can to praise the USSR p. It is also unclear Haushofer would use this term for Hitler. In , Japanese-Soviet appropriate term Taish[i]kan [embassy]. The actual adoption contract of May 15, , is available at the BA Koblenz, Nachlass N , Vol. While Haushofer most likely did difficult to understand the notes as well.

Haushofer conversely had been calling for ready fully know the Haushofer story. Catherine A. Epstein of Amherst College abroad. In 38 Herwig, , p. By using this far exaggerated description, Herwig is misleading his readers. Geopolitics of the world sys- conclusive the further the story gets away from tem.

Lanham: Rowman and Littlefield. Haushofer and Japan. For a book that claims to Diner, D. References41 Dorpalen, A. The world of Anonymous , February Pan-Europe General Haushofer. Geopolitics in action. New Called Aim of Nazi Drive. Georgetown Says He Heard Hitler Plan to Re- Ebeling, F.

Geopolitik — Karl Haushofer und store Holy Roman Empire — Tells of Munich seine Raumwissenschaft — Berlin: Board — Geo-Politik Institute Shapes German Akademie Verlag. Policies, He Says — War Compared to Chess. New York Times, p. Epstein, C. Race contra Space: The con- Hess by Holger H. EuropeNow: A Jour- flict between German Geopolitik and National nal of Research and Art, Retrieved Decem- Socialism.

Raum und Rasse. and the Rome-Berlin Axis. German Geopolitics Eine Auswahl aus den Schriften von Karl in Nazi-Fascist cultural politics]. Turin: Accade- Haushofer. unpublished book. Der Stellenwert Japans und Bassoni, N. Karl Haushofer nei rapporti politik vor dem Hintergrund der Ostasienpolitik politico-culturali tra Italia fascista e Germania des Deutschen Reiches zwischen und the Axis. tional Socialist Germany]. Rome: Viella.

Albrecht Haushofer. Ebenhausen: Langewiesche-Brandt. Baumgart, W. und Jahrhun- Haushofer, A. Moabitter Sonette. Berlin: derts. Dictionary of Historical and Political Blanvalet.

Terms of the 19th and 20th Centuries. Diction- Haushofer, K. Munich: Oldenbourg. Berlin: E. Thomas et al. Mannheim: Edition Quadrat. The author is indebted to Dr. Wolfgang Bauer then of Sapporo , who provided a complete copy of the book. Der deutsche Anteil an der Hipler, B. Ot- subjapanischen Erdraums, und deren tilien: EOS. Karl Haushofer: Leben und Wehrpolitik published Ph. thesis, Ludwig- Werk, 2 Vols. Boppard: Bold. Maximilans-University, Munich. Erlangen: Junge, reprint: Mitteilungen der Jacobsen, H.

Dritten Reich. German Studies Review, 4, Haushofer, K. Geopolitik des Pazifischen Ozeans. Vom Offizier zum Hochschul- zwischen Geographie und Geschichte. Introduction de H. Geohistorische Herwig, H.

Democratic ideals and re- field. A study in the politics of reconstruction. London: Holt. Karl Haushofer: His role in Ger- man geopolitics and Nazi politics. Political Matern, R.

Karl Haushofer und seine Geo- Geography Quarterly, 6 2 , Wesche Karl Haushofer und des Dritten Reiches: Ein Beitrag zum Ver- Studies, 12, published PhD thesis. Haushofers neue Epigonen. deutschen Geopolitik. Geographie und Schule, Mattern, J. Geopolitik: Doctrine of national 17 93 , self-sufficiency and empire. Baltimore: Johns Heyden, G. Die deutsche Geopolitik, eine Hopkins Press. Hitler in Munich, unpublished MA Heyden, G. Kritik der geopolitischen Ex- thesis.

Calgary: University of Calgary. pansionstheorien des deutschen Imperialismus. Murphy, D. The heroic Earth: Geopoliti- In R. Schulz Ed. phie pp. East- Berlin: Deutscher Verlag der Wissenschaften. The Historian, 76 1 , politik Karl Haushofers. Rahn Ed. Vom Symbol na- Neumann, S. Permanent revolution. The to- tionaler Einheit zum Instrument internationaler tal state in a world at war. Fashions in space. Foreign Spang, C.

Karl Haushofer und die OAG. Affairs, 21 1 , Deutsch-japanische Netzwerke in der ersten Norton, D. Munich: Iudicium. ence on Nazi ideology and German foreign pol- Spang, C. Haiger Eds. Albrecht Haushofers Japanreise Kritik der Geopolitik: ein Semjonow, J. Die faschistische Geo- deutscher Diskurs, Berlin: politik im Dienste des amerikanischen Imperial- Akademie. East- Berlin: Dietz. Sondern, F. A thousand scientists Fortune, 24,

 
 

 

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While such a judgment might ten by Albrecht Haushofer during his trip to East sound harsh at first sight, Herwig himself admits in Asia in , has been saved by the family and is his introduction p.