Political Philosophy of Walter Lippmann
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Obscurantism in Social Sciences
Diogenes http://dio.sagepub.com/ Hard and Soft Obscurantism in the Humanities and Social Sciences Jon Elster Diogenes 2011 58: 159 DOI: 10.1177/0392192112444984 The online version of this article can be found at: http://dio.sagepub.com/content/58/1-2/159 Published by: http://www.sagepublications.com On behalf of: International Council for Philosophy and Human Studiess Additional services and information for Diogenes can be found at: Email Alerts: http://dio.sagepub.com/cgi/alerts Subscriptions: http://dio.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://dio.sagepub.com/content/58/1-2/159.refs.html >> Version of Record - Jul 11, 2012 What is This? Downloaded from dio.sagepub.com at Kings College London - ISS on November 3, 2013 Article DIOGENES Diogenes 58(1–2) 159–170 Hard and Soft Obscurantism in the Copyright Ó ICPHS 2012 Reprints and permission: Humanities and Social Sciences sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0392192112444984 dio.sagepub.com Jon Elster Colle`ge de France Scholarship is a risky activity, in which there is always the possibility of failure. Many scholars fail honorably, and sometimes tragically, if they have devoted their career to pursuing an hypoth- esis that was finally disproved. The topic of this article is dishonorable failures. In other words, the thrust of the argument will be overwhelmingly negative.1 I shall argue that there are many schools of thought in the humanities and the social sciences that are obscurantist, by which I mean that one can say ahead of time that pursuits within these paradigms are unlikely to yield anything of value. -
Burns* (Skidmore College)
Klesis – Revue philosophique – 2011 : 19 – Autour de Leo Strauss Leo Strauss’s Life and Work Timothy Burns* (Skidmore College) I. Life Leo Strauss (1899-1973) was a German-born American political philosopher of Jewish heritage who revived the study of political philosophy in the 20 th century. His complex philosophical reflections exercise a quietly growing, deep influence in America, Europe, and Asia. Strauss was born in the rural town of Kirchhain in Hesse-Nassau, Prussia, on September 20, 1899, to Hugo and Jenny David Strauss. He attended Kirchhain’s Volksschule and the Rektoratsschule before enrolling, in 1912, at the Gymnasium Philippinum in Marburg, graduating in 1917. The adolescent Strauss was immersed in Hermann Cohen’s neo-Kantianism, the most progressive German-Jewish thinking. “Cohen,” Strauss states, “was the center of attraction for philosophically minded Jews who were devoted to Judaism.” After serving in the German army for a year and a half, Strauss began attending the University at Marburg, where he met Hans-Georg Gadamer and Jacob Klein. In 1921 he went to Hamburg, where he wrote his doctoral thesis under Ernst Cassirer. In 1922, Strauss went to the University of Freiburg-im-Breisgau for a post- doctoral year, in order to see and hear Edmund Husserl, but he also attended lecture courses given by Martin Heidegger. He participated in Franz Rosenzweig’s Freies Jüdisches Lehrhaus in Frankfurt-am-Main, and published articles in Der Jude and the Jüdische Rundschau . One of these articles, on Cohen’s analysis of Spinoza, brought Strauss to the attention of Julius Guttmann, who in 1925 offered him a position researching Jewish Philosophy at the Akademie für die Wissenschaft des Judentums in Berlin. -
The Elliott School of INTERNATIONAL AFFAIRS
THE ELLIOtt SCHOOL OF INTERNATIONAL AFFAIRS ANNUAL REPORT 2006/2007 MISSION THE MISSION OF THE ELLIOTT SCHOOL OF INTERNATIONAL AFFAIRS IS: • To educate the next generation of international leaders • To conduct research and produce scholarship that advances understanding of important global issues • To engage the public and the policy community in the United States and around the world, thereby fostering international dialogue and shaping policy solutions Our mission is to create knowledge, share wisdom and inspire action to make our world a better place. A MESSAGE FROM THE DEAN recent survey of scholars ranked the Elliott School’s undergraduate and graduate programs in the top 10. Only five schools in the world were ranked this highly in A both categories. It’s an impressive club. It’s also an important club. The issues we study at the Elliott School—ranging from war and peace to poverty and development—affect the lives of billions of our fellow human beings. Powerful international dynamics—population growth, rising levels of resource consumption, the expansion of the global economy, mounting environmental challenges—will shape the world in the decades ahead. Wise policy and effective international cooperation will be more important than ever. At the Elliott School, the study of international affairs is not an abstract exercise. Our aim is to make our world a better place. The Elliott School is in a unique position to make a difference. Our location in the heart of Washington, DC—just steps from some of the most influential U.S., international and non- governmental organizations in the world—enriches our teaching and research, and it provides us with unmatched opportunities to engage the U.S. -
Postmodernist Gibberish: Derrida Dumbfounds the Positivists
New York Journal of Sociology, 2008, Vol. 1, pp. 187-206 NY JS POSTMODERNIST GIBBERISH: DERRIDA DUMBFOUNDS THE POSITIVISTS Ben Agger University of Texas Arlington Jacques Derrida (1978), the enfant terrible of Continental philosophy who passed away recently, made many mad: analytical philosophers, positivists in the sciences and social sciences, the right, stupid people generally. That Derrida was brilliant is somewhat beside the point. What is on point is the way he read—texts and indeed the whole western philosophical tradition— aggressively, so much so that we could conclude that Derrida meant that reading is a form of writing. That is one of the main things I take away from his oeuvre. Another is that every text is ‘undecidable,’ that is, it cannot perfectly clarify and ex- haust its topic. This is because every definition needs to be defined, ad infi- nitum. There is no vantage outside of writing from which one can achieve that Archimedean insight about the truth or essence of the world. This rebut- tal of absolutism is extremely maddening to those who pretend apodictic knowledge, especially the gang we sometimes call positivists. To be sure, positivism died within physics by 1905, with Einstein’s first papers on the special theory of relativity. Newton was overthrown, except in the largely American social sciences, where it still prevails, even though there are challengers nibbling at the edges of the mainstream social-science disciplines. Newton only survives in sociology, political science, economics and parts of psychology. It is in these disciplines that Derrida is especially scandalous, although rear-guard actions are also being fought in English by those who dislike ‘the- ory’ and want the great books instead. -
Graham on Goodwin, 'Walter Lippmann: Public Economist'
H-Socialisms Graham on Goodwin, 'Walter Lippmann: Public Economist' Review published on Tuesday, March 31, 2015 Craufurd D. W. Goodwin. Walter Lippmann: Public Economist. Cambridge: Harvard University Press, 2014. 424 pp. $35.00 (cloth), ISBN 978-0-674-36813-2. Reviewed by John Graham Published on H-Socialisms (March, 2015) Commissioned by Gary Roth Bringing Keynes to America and Economics to the Masses: Walter Lippmann, Economic Journalist Walter Lippmann was the preeminent American journalist of the twentieth century. Distinguished for his intellectual depth and breadth, and for his vast personal contacts in academia and government, he wrote daily newspaper columns that were widely read and respected for close to fifty years, from the 1920s through the late 1960s. His authoritative columns were meant to inform his readers and to shape their opinions on a wide range of current political, social, and economic issues. In aNew Yorker cartoon from 1932, a dowager lady at breakfast confesses, “A cup of coffee and Walter Lippmann is all I need.” A voracious reader and quick writer, Lippmann could have been an academic or a politician but rejected both professions in favor of journalist and public intellectual. The only child of well-traveled, upper-middle-class New York German Jews, Lippmann graduated from Harvard in 1910. Over the next twenty years, he wrote six highly regarded books on moral philosophy, social issues, and politics; helped start the New Republic; and wrote the lead editorials for Joseph Pulitzer’s New York World. With its demise, he left the Democratic-leaning World for the Republican-leaning New York Herald Tribune. -
Joan Shorenstein Center on the Press, Politics and Public Policy Discussion Paper Series
Joan Shorenstein Center on the Press, Politics and Public Policy Discussion Paper Series #D-64, June 2011 Disengaged: Elite Media in a Vernacular Nation1 By Bob Calo Shorenstein Center Fellow, Spring 2011 Graduate School of Journalism, UC Berkeley © 2011 President and Fellows of Harvard College. All rights reserved. Journalists, by and large, regard the “crisis” as something that happened to them, and not anything they did. It was the Internet that jumbled the informational sensitivities of their readers, corporate ownership that raised suspicions about our editorial motives, the audience itself that lacked the education or perspective to appreciate the work. Yet, 40 years of polling is clear about one thing: The decline in trust and the uneasiness of the audience with the profession and its product started well before technology began to shred the conventions of the media. In 1976, 72% of Americans expressed confidence in the news. Everyone knows the dreary trend line from that year onward: an inexorable decline over the decades.2 And if we fail to examine our part in the collapse of trust, no amount of digital re-imagining or niche marketing is going to restore our desired place in the public conversation. Ordinary working people no longer see media as a partner in their lives but part of the noise that intrudes on their lives. People will continue to muddle through: voting or not voting, caring or not caring, but many of them are doing it, as they once did, without the companionship of the press. Now elites and partisans don’t have this problem, there are niches aplenty for them. -
Review of the Good Society by Walter Lippmann
BOOK REVIEWS The weather report for the new volume: "Clear, with fresh but moderate winds." And from the old prophets, perhaps, "storms of protest." Fnmc E. HoRAcK, JR.* The Good Society. By Walter Lippmann. Boston: Little, Brown & Co., 1937. Pp. xxx, 390. $3.00. Since its first publication early last fall, Mr. Lippmann's book, The Good Society, has been the subject of a good deal of highly divergent comment. Within my own observation, the highest note of praise has been that struck by Mr. Horace J. Bridges, of the Chicago Ethical Society. "The work," says Mr. Bridges, "has stirred me to great enthusiasm. For twenty years I have been consciously waiting and longing for just such a book as this..... [It is] a work worthy to stand in the line of succession to the First Book of Hooker, to Milton's 'Areopagitia,' to Locke's 'Treatises on Civil Government,' to Burke and Adam Smith, and to John Stuart Mill.", In contrast to the enthusiasm of Mr. Bridges are the opinions of Mr. Lippmann's ex-brother socialists. From them has come a chorus of assertion and innuendo, that Mr. Lipp- mann has simply "sold out"; and even the relatively moderate Max Lerner, though absolving Mr. Lippmann of any conscious dishonesty, observes significantly that "Mr. Lippmann is a rich man; [that] his friends are the possessors of the earth; [and that] he is their prophet." His book is described as "a rationalization of the economic claims and political fears" of his friends, and he is accused of "fleeing to the Nirvana 2' of political inaction. -
European Community, Atlantic Community?
Atlantic Community and Europe Jena Marco Mariano, For more than forty years the security alliance 1 contributors University of Piemonte of the North Atlantic Treaty symbolised the common Orientale-Vercelli A project of the interests of Western Europe and the United States, Frédéric Attal, Ine Mengens, Roosevelt Study and provided the context for all transatlantic political European University of Orléans University of Groningen Center, Middleburg and economic relations. Yet the loss of a common études contemporaines Valérie Aubourg, Jenny Raflik, and the University enemy in the Soviet Union forced a reconsideration edited by University of Cergy-Pontoise University of Cergy-Pontoise of Cergy-Pontoise. of the purpose of Nato and the mutual interests Volker Berghahn, Alexander Reinfeldt, Volume 1. that still existed between Europe and the United Columbia University University of Hamburg States. These contributions build on this post-Cold Community, Gérard Bossuat, Luis nuno Rodrigues, université War reframing of transatlantic relations and offer University of Cergy-Pontoise New University of Lisbon de Cergy-Pontoise a multi-faceted study of the values, purposes, milieus Valérie Aubourg, David Burigana, Klaus schwabe, and networks that underlay the Atlantic Community University of Padoua University of Technology, Aachen UMR Irice after 1945. For a long time the notion of “Atlantic Cornélia Constantin, Giles scott-smith, Community” was a widely used phrase denoting Atlantic école des hautes études Roosevelt Study Center, division de Diplomatie a taken-for-granted state of affairs—the organization en Sciences sociales Middleburg publique de l’Otan David Ellwood, of the West in front of the Soviet threat—with Atlantic Community? Gérard Bossuat Lara silver, very little conceptual clarity behind it. -
The Divide Between Order and Disorder
Transcript The Divide Between Order and Disorder Thomas Friedman Columnist, The New York Times Chair: Lord Michael Williams of Baglan Distinguished Visiting Fellow, Chatham House 16 September 2014 The views expressed in this document are the sole responsibility of the speaker(s) and participants do not necessarily reflect the view of Chatham House, its staff, associates or Council. Chatham House is independent and owes no allegiance to any government or to any political body. It does not take institutional positions on policy issues. This document is issued on the understanding that if any extract is used, the author(s)/ speaker(s) and Chatham House should be credited, preferably with the date of the publication or details of the event. Where this document refers to or reports statements made by speakers at an event every effort has been made to provide a fair representation of their views and opinions. The published text of speeches and presentations may differ from delivery. 10 St James’s Square, London SW1Y 4LE T +44 (0)20 7957 5700 F +44 (0)20 7957 5710 www.chathamhouse.org Patron: Her Majesty The Queen Chairman: Stuart Popham QC Director: Dr Robin Niblett Charity Registration Number: 208223 2 Transcript: The Divide Between Order and Disorder Chair: Lord Michael Williams of Baglan Ladies and Gentlemen, it’s a great pleasure to welcome you to the 2014 John Whitehead Lecture. I’m delighted that our speaker this evening is the distinguished American journalist and columnist Tom Friedman of the New York Times. This lecture honours John Whitehead for the many contributions that he has made over the decades to Anglo-American relations. -
OPC Forges Partnership to Promote Journalists' Safety Club Mixers To
THE MONTHLY NEWSLETTER OF THE OVERSEAS PRESS CLUB OF AMERICA, NEW YORK, NY • November 2014 OPC Forges Partnership to Promote Journalists’ Safety By Marcus Mabry compact between Your OPC has been busy! Since news organiza- the new officers and board of gov- tions and journal- ernors took office at the end of ists, in particular the summer, we have dedicated freelance, around ourselves to three priorities, all safety and profes- designed to increase the already sionalism. We have impressive contribution that the only just begun, but OPC makes to our members and our partners include our industry. the Committee to We have restructured the board Protect Journalists, to dedicate ourselves to services Reporters Without for members, both existing and po- Borders, the Front- tential, whether those members are line Club, the In- Clockwise from front left: Vaughan Smith, Millicent veteran reporters and editors, free- ternational Press Teasdale, Patricia Kranz, Jika Gonzalez, Michael Luongo, Institute’s Foreign Sawyer Alberi, Judi Alberi, Micah Garen, Marcus Mabry, lancers or students. In addition to Charles Sennott, Emma Daly and Judith Matloff dining services, we have reinvigorated our Editors Circle and after a panel of how to freelance safety. See page 3. social mission, creating a committee the OPC Founda- dedicated to planning regular net- tion. We met in September at The you need and the social events you working opportunities for all mem- New York Times headquarters to want. And, just as important, get bers. So if you are in New York – or try to align efforts that many of our friends and colleagues who are not coming through New York – look us groups had started separately. -
Joint Force Quarterly a PROFESSIONAL MILITARY JOURNAL
JFQ C2-P3 Prelims 8/26/97 9:53 AM Page iii JFQ . for those who served 1941–1945 Page 1—no folio JFQ C2-P3 Prelims 8/26/97 9:54 AM Page 2 CONTENTS A Word from the Chairman 4 by John M. Shalikashvili The Case for Forward Deployment 7 by Hans Binnendijk Q National Power and the Interagency Process 8 by George T. Raach and Ilana Kass F Restore Hope: Coordinating Relief Operations 14 by Jonathan T. Dworken J Joint Special Operations in Peace 22 and War by Wayne A. Downing PSYOP and the Warfighting CINC 28 by Jeffrey B. Jones and Michael P. Mathews JFQ FORUM Commemorating World War II: 34 A Final Reprise Jointness and the Impact of the War 36 by David A. Armstrong PHOTO CREDITS The cover features a reproduction of a painting entitled Air Transport in the South Pacific— Fighting with Allies: The Debate Fifty Years On 1943 by Sidney Simon (U.S. Air Force Art Collection); the four cover insets (clockwise, 38 by Russell F. Weigley from top left) capture American and Thai special forces descending from a helicopter during Cobra Gold ’94 (Joint Combat Camera A War That Was Not Left to the Generals Center); M1A1 tank during Bright Star ’94 (U.S. Army/Jeffrey T. Brady); F–16D on patrol 46 by Eliot A. Cohen during Roving Sands ’94 (Combat Camera Imagery/Steve Thurow); and USNS Comfort in transit through the Panama Canal (U.S. Air The Meaning of World War II Force/H. Cintron). by Williamson Murray The background work of art replicated for 50 the table of contents is B–17 Base in England by Peter Hurd (U.S. -
Dialectic and Dialogue in Plato
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by [email protected]. College of DuPage [email protected]. Philosophy Scholarship Philosophy 10-1-2012 Dialectic and Dialogue in Plato: Revisiting the Image of "Socrates-as-Teacher" in the Hermeneutic Pursuit of Authentic Paideia James Magrini College of DuPage, [email protected] Follow this and additional works at: http://dc.cod.edu/philosophypub Part of the Education Commons, and the Philosophy Commons Recommended Citation Magrini, James, "Dialectic and Dialogue in Plato: Revisiting the Image of "Socrates-as-Teacher" in the Hermeneutic Pursuit of Authentic Paideia" (2012). Philosophy Scholarship. Paper 33. http://dc.cod.edu/philosophypub/33 This Conference Proceeding is brought to you for free and open access by the Philosophy at [email protected].. It has been accepted for inclusion in Philosophy Scholarship by an authorized administrator of [email protected].. For more information, please contact [email protected]. Dialectic and Dialogue in Plato: Revisiting the Image of “Socrates-as-Teacher” in the Hermeneutic Pursuit of Authentic Paideia James M. Magrini College of Dupage (USA) (NB: First draft of paper) Introduction: The Socratic method of pedagogy as described and implemented by Adler in the Paideia Project (1984) emerges from a view of Socrates that runs counter to Plato’s image of Socrates as presented within the dialogues, most specifically the “early” dialogues deemed “aporetic” in nature.1 Within Adler’s view, Socrates represents the supreme example of what an educator should be like. “The Socratic mode of teaching,” states Adler (1984), is a method of pedagogy that brings ideas to birth by means of “asking questions, by leading discussions, by helping students to raise their minds up from a state of understanding and appreciating less to a state of understanding and appreciating more” (p.