This book provides a detailed analysis of the core concepts of national identity articulated by Iberian writers during the period between 1900 and 1925. It is centered on four "pedagogical" essays written in these decades previous to the onset of authoritarian dictatorships in Spain and Portugal, works that are absolutely central to understanding the discursive architecture of collective identity in these same places today. They are as follows: Enric Prat de la Riba's La Nacionalitat Catalana (1906), Teixeira de Pascoaes' Arte de Ser Português (1915),Vicente Risco's Teoría do Nacionalismo Galego (1920), and José Ortega y Gasset's España invertebrada (1921). The study consists of a discussion of some of the more important theoretical issues connected to social articulation of cultural identities, four chapter-long analyses of the textual manifestations of national identity within the major Romance-language communities of the Iberian peninsula, and a conclusion which underscores the key function played by these public intellectuals in establishing the parameters of the “Imagined Communities” with which they felt primarily identified. On the most basic level, the study of these “catechistic” visions of national individuality provides a heightened sense of both the differences and commonalities inherent in the cultural traditions of these core nationality groups of the Iberian Peninsula. On another level, the study reminds us of the important pedagogical function of literature (understood here in the broadest possible sense) in the formation and maintenance of nationality identities then, as well as now.

Public Intellectuals and Nation Building in the Iberian Peninsula, 1900–1925: The Alchemy of Identity (Bucknell Studies in Latin American Literature and Theory)

Harrington, Thomas S.

Reference

Bucknell University Press

This is one man’s chronicle, at times indignant and at others reflective, of an extraordinary moment in the history of the world, a moment of crisis whose eventual resolution will have far-reaching consequences for our children and their children. 
The author is Professor Thomas Harrington. His primary field of study is Hispanic culture and history, with a focus on Catalonian language, history and nationalism. With a deep knowledge of the life of a particular region and language group, he cultivated a keen insight into the difference between what is authentic and organic to a social order and what is exogenous and imposed by a ruling-class structure. He has a particular curiosity about the latter. His profound awareness of this power in operation in world events allowed him to see what so many others missed: namely he knew something was very off about the Covid response from the beginning. 
It’s to the eternal disgrace of so many elites in the political, economic, cultural, and academic world that so many participated in the “great reset” and, further, that so many who did not participate remained silent even as essential social, market, and cultural functioning was systematically dismantled by force with the full participation of the commanding heights of society. 
Privileged people, whose educational background putatively provided them with greater critical thinking skills than most, and hence an enhanced ability to see through the barrage of propaganda, fell immediately and massively into line. 
Not only did we see them overwhelmingly accept the government’s repressive, unproven and often patently unscientific measures to contain the Covid virus, but watched many of them emerge online and in other public forums as semi-official enforcers of repressive Government policies and Big Pharma marketing pitches. 
They mocked and ignored world-class doctors and scientists, and anyone else who expressed ideas that were at variance with official government policies. They told us, ridiculously, that science was not a continuous process of trial and error, but a fixed canon of immutable laws, while promoting, on that same absurd basis, the establishment and enforcement of medical apartheid within families and communities. 
In the name of keeping their children safe from a virus that could do them virtually no harm, they greatly impeded their long-term social, physical and intellectual development through useless mask-wearing, social distancing and screen-based learning. And in the name of protecting the elderly, they promulgated medically useless rules that forced many older people to suffer and die alone, deprived of the comfort of their loved ones. 
Many of these people, who by dint of their educational backgrounds should have found it more easy than most to go to the primary sources of scientific information on the virus and the measures taken to lessen its impact, chose in large numbers—with doctors being very prominent among them—to instead “educate” themselves on these important matters with curt summaries derived from the mainstream press, social media or Pharma-captured agencies like the CDC and the FDA. 
This, paradoxically, while millions of intrepid and less credentialed people with a greater desire to know the truth, often became quite knowledgeable about the actual state of ’the science.” 
This devastating case of class abdication—which essentially turned the old adage about “To whom much is given, much is expected” on its head—is a central focus of this book. It was the treason of experts.

The Treason of the Experts: Covid and the Credentialed Class

History

Historical Study & Educational Resources

Brownstone Institute

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