In Our Time Folgen

Melvyn Bragg and guests discuss the development and the future of the novel. D.H. Lawrence was proud of his job, he said: “I am a man, and alive…for this reason I am a novelist. And being a novelist, I consider myself superior to the saint, the scientist, the philosopher, and the poet, who are all great masters of different bits of man alive, but never get the whole hog”. Fiction pours from the presses and in number of titles, this must be the most prolific of novel-producing ages. But are they as good as in the golden age, or the silver, or the bronze, or the steam age? And do they signify? Is technology marginalising the novel or is it still the greatest way of telling a story?Despite many premature declarations of its demise, (stretching back almost to the date of its birth), the novel has been ‘getting the whole hog’ for hundreds of years. But what makes a novel different from other literature, and can we expect it to be still around, ‘getting the whole hog’ into the next century? With D J Taylor, novelist, critic, biographer of Thackeray and author of After the War; Gillian Beer, King Edward VII Professor of English Literature, Cambridge University and Chairman of the Booker Prize judges 1997.

Melvyn Bragg and guests discuss the history and the modern purpose of education. Nobody - would argue with the fact that education is of central importance to the people we are. And there seems to be no doubt at all that fine skills, flexible life-long learning and cultivated intelligence are the keys to all our futures. So how do we tackle what was until recently - just two hundred years ago - a unique preserve of the few, the privileged or the plucked out exceptions? Plato made his priorities in education plain when he inscribed over the entrance to the Academy “Let no one ignorant of mathematics enter here”. He prized learning that revealed what he called “eternal reality, the realm unaffected by the vicissitudes of change and decay”, and this became the objective of education in Europe for thousands of years - vocational education, concrete skills, was hardly dreamed of. But was he right? What is education for: is its role to teach us the nature of reality, or to give us the tools to deal with it?With Mary Warnock, philosopher and educationalist; Ted Wragg, Professor of Education, University of Exeter.

Melvyn Bragg and guests discuss the widespread and chilling atrocities of the 20th century. Just over a hundred years ago, in the ‘Genealogy of Morals’, Nietzsche wrote “there can be no doubt that morality will gradually perish: this is the great spectacle in a hundred acts reserved for the next two centuries in Europe”. What if he is right? Certainly the twentieth century can claim the bitter palm of being the century with the biggest body count, the most advanced savagery, the finest of death delivery systems and, in that sense, the true Dark Ages of humankind. For inhumanity there has never been a century like it in the history of man: 58 million people died in the slaughter of two world wars. Stalinist Russia killed 20 million of its own people. The Nazis killed 6 million Jews. 2 million people were killed in Vietnam, 3 million in Korea, and in 1994 in Rwanda 1 million ordinary people were suddenly turned on and killed by their neighbours. And all the while in this bloody century the private and individual murder of one human by another has risen inexorably.What are the conditions that allow man to be inhuman to man on such a scale? And can a scientific study of the mind ever uncover the routes of inhumanity or evil?With Jonathan Glover, philosopher and Director of the Centre of Medical Law and Ethics, King’s College, London; Dr Gwen Adshead, consultant psychiatrist, Broadmoor Special Hospital.