"In her [Arendt's] 1965 course of lectures delivered at the New School, 'Some Questions of Moral Philosophy,' she began by discussing the 'basic experiences' that lay behind her concern with moral questions. She said that the dominant belief of her generation had been that 'moral conduct is a matter of course.' But 'no one in his right mind can any longer [believe] this.' For Arendt, the most intractable moral questions arose not from the Nazi's behavior, but from the behavior of ordinary respectable people. Margaret Canovan succinctly summarizes what so troubled Arendt.
Although these [ordinary respectable] people would never have dreamed of committing crimes as long as they lived in a society where such activities were not usual, they adapted effortlessly to a system in which blatant crimes against whole categories of people were standard behaviour. In the place of 'thou shalt not kill' which had seemed the most indisputable rule of civilian existence, such people had no difficulty in accepting the Nazi's rule according to which killing was a moral duty for the sake of the race.
Totalitarian domination called into question the very presuppositions of traditional moral philosophies. Despite her indebtedness to Aristotle, Arendt felt that we could no longer accept the classical understanding of virtue and character whereby, with a proper education and training, a virtuous disposition becomes constitutive of what we are. 'Only habits and customs can be taught, and we know only too well the alarming speed with which they are unlearned and forgotten when new circumstances demand a change in manners and patterns of behaviour' (LM,5). Aristotle himself realized that virtuous activity presupposes a polis or community in which the virtues can flourish. But the advent of totalitarianism showed how terror and violence could so rapidly obliterate the very conditions required for such an ethos.
Furthermore, for all Arendt's admiration of Kant and the inspiration she drew from him, she was skeptical about Kant's 'official' moral philosophy. She did not think that telling right from wrong, or distinguishing good from evil, was based solely on the faculty of practical reason. The type of reflective judgment, judgment of particulars, analyzed in the Critique of Judgment was required to distinguish not only the beautiful from the ugly, but also right from wrong. Mores, customs, habits, rules, traditional standards, could all change 'effortlessly.' They provided no barrier to committing evil deeds. This was the frightening 'lesson' of twentieth-century totalitarianism. She stresses how little questions concerning good and evil have to do with what have traditionally been called morals and ethics.
Arendt's study of totalitarianism, and especially the concentration camps, led her to question what she called 'the optimistic view of human nature' which 'presupposes an independent human faculty, unsupported by law and public opinion, that judges anew in full spontaneity every deed and intent whenever the occasion arises.'13 In Arendt's view there are reasons for wanting to believe that there is such an independent faculty. Such a belief underlies most traditional understandings of morality and legality. But even if we have reasons for believing that such a human faculty exists, twentieth-century totalitarianism, with its ideological conviction that 'everything is possible', has taught us that we can no longer believe that it is impossible to destroy and eliminate such a capacity" (Bernstein 1996:164-166).
Bernstein, Richard J.
1996 Hannah Arendt and the Jewish Question. Cambridge, MA: The MIT Press.
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