There’s not really any benefit from fixing that bias, though. So the Nazis were expressing a general German sentiment in disliking the Franco-British grand-strategic encirclement. So they had some great policies on health and animals. Why does any of that really matter to non-historians?
The best I can think of is it makes for an interesting sort of critical thinking or bias test: give someone a writeup of, say, Nazi animal welfare policies & reforms, and see how they react. Can they emit a thoughtful reply rather than canned outrage?
That is, if they react ‘incredible how evil Nazis were! They would even steal animal rights to fool good people into supporting them!’ rather than ‘huh’ or ‘I guess no one is completely evil’ or ‘I really wonder how it is possible for us humans to compartmentalize to such an extent as to be opposed to animal cruelty and support the Holocaust’, you have learned something about them.
There’s not really any benefit from fixing that bias, though.
In most people Eugenics (even the good ones) is evil Nazi stuff and this can count even helpful GM as evil.
The best I can think of is it makes for an interesting sort of critical thinking or bias test: give someone a writeup of, say, Nazi animal welfare policies & reforms, and see how they react. Can they emit a thoughtful reply rather than canned outrage?
But we fail the test thus our sanity waterline could be raised :(
I realize this is super belated and may not actually be seen, but if I get an answer, that’d be cool:
If we see the horns effect in how people talk about Nazis as evidence that our sanity waterline could be raised, wouldn’t trying to fight the thing you’re calling “bias against the poor Nazis” be like trying to treat symptom of a problem instead of the problem itself?
Examples I can think of that might illustrate what I mean:
Using painkillers instead of (or before?) finding out a bone is broken and setting it. Trying to teach a martial arts student the routine their opponent uses instead of teaching them how to react in the moment and read their opponent. Teaching the answers to a test instead of teaching the underlying concept in a way that the student can generalize.
It seems to me that doing that would only lead to reducing the power of the “Nazi response” as evidence of sanity waterline.
sidenote: I’m finding this framing really fascinating because of how I see the underlying problem/topic generalizing to other social biases I feel more strongly affected by.
There’s not really any benefit from fixing that bias, though. So the Nazis were expressing a general German sentiment in disliking the Franco-British grand-strategic encirclement. So they had some great policies on health and animals. Why does any of that really matter to non-historians?
The best I can think of is it makes for an interesting sort of critical thinking or bias test: give someone a writeup of, say, Nazi animal welfare policies & reforms, and see how they react. Can they emit a thoughtful reply rather than canned outrage?
That is, if they react ‘incredible how evil Nazis were! They would even steal animal rights to fool good people into supporting them!’ rather than ‘huh’ or ‘I guess no one is completely evil’ or ‘I really wonder how it is possible for us humans to compartmentalize to such an extent as to be opposed to animal cruelty and support the Holocaust’, you have learned something about them.
In most people Eugenics (even the good ones) is evil Nazi stuff and this can count even helpful GM as evil.
But we fail the test thus our sanity waterline could be raised :(
We don’t fail the eugenics test, though. So that’s evidence that maybe our waterline could be higher but it is higher than elsewhere.
I realize this is super belated and may not actually be seen, but if I get an answer, that’d be cool:
If we see the horns effect in how people talk about Nazis as evidence that our sanity waterline could be raised, wouldn’t trying to fight the thing you’re calling “bias against the poor Nazis” be like trying to treat symptom of a problem instead of the problem itself?
Examples I can think of that might illustrate what I mean:
Using painkillers instead of (or before?) finding out a bone is broken and setting it.
Trying to teach a martial arts student the routine their opponent uses instead of teaching them how to react in the moment and read their opponent.
Teaching the answers to a test instead of teaching the underlying concept in a way that the student can generalize.
It seems to me that doing that would only lead to reducing the power of the “Nazi response” as evidence of sanity waterline.
sidenote: I’m finding this framing really fascinating because of how I see the underlying problem/topic generalizing to other social biases I feel more strongly affected by.