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" "But the Derrida-Habermas initiative, even though it articulated sentiments shared by many Europeans, passed virtually unnoticed. It was not reported as news, nor was it quoted by sympathizers. No-one implored its authors to take up their pens and lead the way forward. The governments of a significant number of European states, including France, Germany, Belgium and later Spain, undoubtedly sympathized in general terms with the views expressed in these essays; but it did not occur to any of them to invite Professors Derrida or Eco in for consultation. The whole project sputtered out. One hundred years after the Dreyfus Affair, fifty years after the apotheosis of Jean-Paul Sartre, Europe’s leading intellectuals had thrown a petition—and no-one came.
Tony Robert Judt (2 January 1948 – 6 August 2010) was a British historian, essayist, and university professor who specialized in European history.
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If Stalin engineered the Prague coup without fully anticipating these consequences, it was not just because he had always planned to enforce his writ in a certain way throughout the bloc. Nor was it because Czechoslovakia mattered much in the grand scheme of things. What happened in Prague—and what was happening at the same time in Germany, where Soviet policy was moving swiftly from stonewalling and disagreement to open confrontation with her former allies—was a return by Stalin to the style and strategy of an earlier era. This shift was driven in general terms by Stalin’s anxiety at his inability to shape European and German affairs as he wished; but also and above all by his growing irritation with Yugoslavia.
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God knows I can think of enough things that I did wrong both personally and as part of my cohort. But I never abandoned what I thought of as the benefits of the postwar consensus in favour of sectional advantage. Actually, I was always a bit awkward in this as other respects. As you know, I was against root-and-branch school comprehensivization on the grounds that the postwar arrangements combining meritocracy with opportunity, while imperfect and logically indefensible, were better than the radical schemes on offer – which have trashed much of the pedagogical gains of the early postwar decades.