Why wouldn't our present situation meet the definition of fascism? — Athena
"The Present Situation" doesn't have to meet the definition of fascism in order for serious trouble to be at hand. Fascism isn't the only threat we might face. The quality of "education, democracy, and liberty" have certainly been eroded and degraded.
Dehumanization, externalized authority, black and white thinking, an emphasis and reliance on technology, the destruction of the liberal arts, the degraded quality of civic participation -- all that and more -- is, IN ITSELF, an existential threat without being fascism.
Let me flip my approach here: The United States pioneered some of the techniques which 20th Century Fascism utilized. We conducted genocide against the Aboriginal people, then placed the small fragment that survived in concentration camps called 'reservations'. We enslaved black people (it was the foundation of our 19th century economy). We had a very strong eugenics movement in the late 19th - 20th century. We conducted repressive measures against left wing labor (the Red Scare of 1919, and continuing brutal repression of organized labor). We were staunchly anti-communist.
What we have in the United States is a deceptive slow-motion fascism. What happened in Europe was a high-speed fascism that developed over the course of a decade, though it was built on much older cultural characteristics. Our authoritarian government, militarism, racist regime, degraded education system, and so on developed over more than a century, and was in service to capitalism, rather than some vague master race theory. The techniques of manipulation and control which are used in the United States became part of normal everyday life, rather than the sharp disjuncture of the very rapid rise of German National Socialism or Italian Fascism. End of flip.
Does this approach (the two paragraphs in italics) represent your view to some extent? If so, then I better understand where you are coming from.
In his account of his term as the American Ambassador to Berlin in the mid 1930s, William Dodd suggested to Hitler that he should use the American approach to Jews in the universities: place quotas on the number of admissions. Hitler dismissed the suggestion as altogether inadequate. Even into the late 1940s and 1950s, Jews were not admitted to quite a few civic organizations in Minneapolis. From the mid 1930s to the 1980s, the policy of the Federal Housing Administration (FHA) was to segregate blacks in dense public housing estates, or worse, concentrate them in privately owned slums. This wasn't an implicit policy, it was explicit. (Its detailed in the 2017 book, The Color of Law.)
The peculiar skewing of the history that I learned in school (and just about everybody else our age learned) was the normal, natural, obvious American Story. The Pilgrims landed on Plymouth Rock, the Puritans built the City on a Hill, the south had plantations, the Indians were in the way, George Washington was the Father of the Country, Lincoln freed the slaves, and America has chugged along the road to ever more glorious achievements.
Well, we find that there some pretty big flaws in our understanding of our history. If we are fascistic, then fascism crept up on us on cats paws rather than roaring in like a mob of pigs.
Two things are needed for fascism, experience with democracy and industrialization. In 1958 we replaced liberal education with the dehumanizing education for technology and we are preparing the young to be products for industry, and find their place in the mechanical society where privacy and freedom of speech are being destroyed. — Athena
You are hung up on the 1958 NDEA. What you are describing is true enough; it just happened earlier, and (IMHO) the NDEA didn't have very much to do with it. Prior to WWII, higher education was reserved for either the elite (those with enough money (usually money) or brains to be admitted to University, or they were people with middle class aspirations who would become accountants, elementary and high school teachers, and the like. After WWII, the government paid many thousands of veterans to go to college, and later the NDEA helped more people go to college.
The replacement of the liberal arts with technology wasn't immediate: a lot of the WWII vets and NDEA students took typical liberal arts degrees in English, History, Social Science, Mathematics, etc. Quite a few of them did, indeed, take engineering and technology degrees. At least from what I have observed, the retrenchment of the classic "liberal arts" didn't get rolling until the late 1970s and into the 1980s--a generation after the NDEA and VA programs.
More damaging to the classic liberal arts than retrenchment, in my opinion, has been the perverse corruption of postmodernism, and its peculiar and deconstructing obsessions. If nothing else had happened, this alone could destroy the liberal arts.
Too much for now.