Es ist unübersehbar, dass die heutige Gesellschaft in eine tiefe Identitätskrise hineingerutscht ist. Mag sich dies im bürgerlichen Lager als diffuses Unbehagen an der digitalen Moderne artikulieren, spricht der flagrante Terrorismus eine unmissverständliche Sprache. Aber weil die politischen Beobachter dies an politische Ideologien zu knüpfen bestrebt sind, wird leicht übersehen, dass man es im wesentlichen mit einem Jugendphänomen zu tun hat. Denn zwei Drittel der Terrorverdächtigen haben, weil jünger als achtzehn Jahre, noch nicht einmal die Strafmündigkeit erreicht. Der Politikwissenschaftler Florian Hartleb, dessen Räsonnement mit der Frage des Populismus begann, wurde auf dieses Phänomen aufmerksam, als er im Jahr 2016 zum Gutachter des Terrorismusfalls am Münchner Olympia Einkaufszentrum bestallt wurde. Dies war für ihn insoweit erhellend, als dieser Fall die überkommenen Deutungsschemata außer Kraft setzte: Denn der Mörder, der mit Hilfe eines gefälschten Facebook-Accounts (der eine attraktive junge Frau zeigte) neun Menschen mit Migrationshintergrund in eine Mac Donalds-Filiale gelockt und getötet hatte, war selbst ein Deutsch-Iraner, der, um nicht mit den verachteten Türken verwechselt werden, sich den Namen David zugelegt hatte und sich in rassistischen Überlegenheitsphantasien entging. Es war das Aktenstudium dieses psychologisch verwickelten Falls, der Florian Hartleb tiefer in die Frage einsteigen ließ und ihn mit einem weitgehend unverstandenen Phänomen konfrontierte: dem jugendlichen Terrorismus,

Florain Hartleb, der als Politikwissenschaftler verschiedene Professuren innehatte, lehrt seit 2025 internationale Beziehungen an der Modul Universität Wien. Er schaut zudem auf eine wechselvolle Karriere im politischen Betrieb zurück, im Bundestag, beim Bundesverband der mittelständischen Wirtschaft, sowie in der Konrad Adenauer- und der Bertelsmann-Stiftung. Zudem war als Forschungsdirektor beim Europäischen Forschungsinstitut für Terrorismusbekämpfung und Konfliktprävention (EICTP) tätig.

Florian Hartleb hat veröffentlicht

Themenverwandt

There are those words whose effects are so powerful that many using them are unaware they are standing before an idealized reflection of themselves. Undoubtedly, the word Liberalism falls into this category. Everyone using it thinks they know what it means, but if you take a closer look, you realize you’re dealing with a Protean entity that eludes understanding precisely to the extent that you try to grasp it. Historian Helena Rosenblatt, who had previously studied 18th- and 19th- century French thinkers, such as Rousseau and Benjamin Constant, but also the Parisian Salon of Madame de Staël, was asked by her publisher to write a history of Liberalism. Upon embarking on this task, she discovered the concept was not as evident as it seemed, and to elude becoming lost in the labyrinth of grand ideas, she did something highly unusual: namely, she looked into the word itself and found that Liberalism didn’t appear on the political scene until 1813. Tracing its conceptual origins back to Cicero, she found that liberalitas refers to a free Roman citizen’s civic virtue of behaving liberally toward one another by giving and receiving to promote the common good. But because this points not only to a class-based privilege but also to a gender–based one, she notes with wonderful self-irony that when applied to women, it meant something entirely different: »Being a liberal woman wasn’t something women aspired to.«

What emerges from our conversation is that Liberalism is a Protean entity whose meaning has fluctuated radically over the centuries. From Roman civic duty to the Enlightenment’s tolerance to today’s polarized debates—each era has produced its own liberal precursors. And while today’s discourses, in their rhetorical exuberance, are quick to proclaim a post-Liberal Age, The Lost History of Liberalism serves as a kind of admonition, or rather, a reminder of just how much we owe to this desire for freedom.

Helena Rosenblatt is a Swedish historian specializing in intellectual history. She is currently a Distinguished Professor of History at the Graduate Center, CUNY, and a member of the Board of Editors for both the Tocqueville Review and Global Intellectual History Review. Dr. Rosenblatt is currently researching and writing a biography on the life of Anne Louise Germaine de Staël-Holstein.

Helena Rosenblatt has published

Related Content

If, precisely to the extent that the field of education has championed lofty principles, a decline in education has set in, the question arises: Where did this come from? Psychologist Peter Gray, for whom the question of learning has become his life’s work (and who, for many years, wrote his widely read Freedom to Learn column in Psychology Today), recalls his school days in the 1950s, especially the great deal of freedom he had. No homework in Elementary School, no lugging materials back and forth between home and classroom—once you were outside, you were outside and free to play. And in our conversation, this seemingly trivial detail becomes the litmus test, revealing a fundamental shift: School is no longer a confined space but a totalizing system permeating every aspect of children’s lives.

Guided by his own son’s school experience, Peter Gray has spent decades researching how children learn when they are allowed to—in Hunter-Gatherer societies, where teaching is taboo, and at the Sudbury Valley School, where there are no curricula or grades, only radical autonomy. His thesis: Conventional schools have degenerated into disciplinary institutions that hit the most successful students the hardest. The rates of anxiety and depression do not merely reflect the parental pressure weighing on students; even more serious is how misguided ideals of perfection go hand in hand with the loss of free play—and thus the very sphere where creativity and critical thinking are fostered.

Peter Gray worked for many years as a research professor at Boston College. While his research initially focused on the brains and hormonal balance of mice, the issue of Education and Learning became a cause close to his heart. Author of a widely used introductory text on Psychology (now in its 8th edition), he’s also written numerous texts on how children learn. His Psychology Today column made him an influential voice for the Alliance of Self-Directed Education.

Peter Gray has published (selection)

Related Content