The Father of Modern Constitutional Liberalism
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Jurisprudence--Philosophy Or Science Henry Rottschaefer
University of Minnesota Law School Scholarship Repository Minnesota Law Review 1927 Jurisprudence--Philosophy or Science Henry Rottschaefer Follow this and additional works at: https://scholarship.law.umn.edu/mlr Part of the Law Commons Recommended Citation Rottschaefer, Henry, "Jurisprudence--Philosophy or Science" (1927). Minnesota Law Review. 1465. https://scholarship.law.umn.edu/mlr/1465 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Minnesota Law Review collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. MINNESOTA LAW REVIEW Journal of the State Bar Association VOLUI%1E 11 MARCH, 1927 No. 4 JURISPRUDENCE- PHILOSOPHY OR SCIENCE By HENRY ROTTSCHAEFER* T WOULD perhaps be practically impossible to secure for any definition of the term Jurisprudence any very general accep- tance. It is doubtful whether there exists even any general agree- ment as to what subjects are within its scope. The problem of whether, and in what sense, it is to be considered philosophy or science, cannot, however, be discussed without adopting at least some tentative notion of its meaning that shall serve as the basis for the discussion. This can be more effectively done by a general description of the types of problem usually dealt with in treatises and courses on Jurisprudence than by framing a logically correct definition that secured accuracy and completeness by resort to a convenient vagueness. Investigation discloses its use to denote lines of inquiry having little in common other than a professed interest in general questions and problems concerning law and justice. -
The British Empiricism Locke, Berkeley and Hume
The British Empiricism Locke, Berkeley and Hume copyleft: nicolazuin.2018 | nowxhere.wordpress.com 1 The problem of knowledge • Please, look out of the window (or into the box, or just in front of you…) and answer the following questions: ‣ What do you see? ‣ Are you sure that what you see is what truly exists out there? ‣ What do you know about it? ‣ How do you know it? ‣ What make you sure of it? • Here you are: this is the problem of knowledge! • Now try to formalise it in a single question or definition. copyleft:nicolazuin.2018 | nowxhere.wordpress.com 1 A long way behind In a certain way, we could say that the problem of knowledge is the problem of philosophy itself, since its birth. • Think for example on this quotations: Parmenides: «the same thing is for thinking as is for being” Eraclitus: «The things of which there is sight, hearing, experience, I prefer». (But he also says: «Poor witnesses for men are their eyes and ears if they have barbarian souls» Gorgia: «Nothing exists; Even if something exists, nothing can be known about it; and Even if something can be known about it, knowledge about it can't be communicated to others. Even if it can be communicated, it cannot be understood». • Or try to imagine the discussion between Plato and Aristotle in the famous Raffaello’s School of Athens. • Now try to build a mind-map of all the different answers to the problem of knowledge given by the philosophers you already know copyleft:nicolazuin.2018 | nowxhere.wordpress.com 2 The terrible heritage of Descartes: The modern problem of knowledge originates from the conclusions of Descartes’s research, which was inspired by the successful advancement of geometry and natural sciences and was aimed to find a certain knowledge for philosophy. -
Symposium on Eileen Hunt Botting's Wollstonecraft, Mill
PTXXXX10.1177/0090591717725310Political TheoryReview Symposium 725310book-review2017 Review Symposium Political Theory 1 –29 Symposium on © The Author(s) 2017 Reprints and permissions: Eileen Hunt Botting’s sagepub.com/journalsPermissions.nav https://doi.org/10.1177/0090591717725310DOI: 10.1177/0090591717725310 Wollstonecraft, Mill, journals.sagepub.com/home/ptx and Women’s Human Rights (New Haven: Yale University Press, 2016) Women’s Human Rights, Then and Now Ruth Abbey University of Notre Dame Linda M.G. Zerilli University of Chicago Alasdair MacIntyre University of Notre Dame Eileen Hunt Botting University of Notre Dame Comments by Ruth Abbey This is a fitting sequel to Eileen Hunt Botting’s first book, Family Feuds: Wollstonecraft, Burke, and Rousseau on the Transformation of the Family.1 That book placed Mary Wollstonecraft in conversation with two other eigh- teenth-century thinkers, Jean-Jacques Rousseau and Edmund Burke. In this more recent work, Botting traces Wollstonecraft’s impact forward from her own time to ours, examining how her theologically based approach to women’s rights resonates, or fails to, in contemporary women’s rights thinking. Botting contrasts Wollstonecraft’s religious approach to women’s rights with that of her successor, John Stuart Mill, who agreed with many of Wollstonecraft’s substantive recommendations about women’s equality and freedom but justified them on a more secular, utilitarian basis. 2 Political Theory 00(0) Juxtaposing Wollstonecraft’s “rational theology” and Mill’s “liberal utili- tarianism” in this way is very helpful. Having usually read and placed them in succession as pioneering theorists of women’s rights, their juxtaposition forced me to think harder about their similarities and their differences. -
The Utilitarian Influence on American Legal Science in the Early Republic
1 The Utilitarian Influence on American Legal Science in the Early Republic Steven J. Macias California Western School of Law [email protected] (rev. 9/8) In Utilitarian Jurisprudence in America, Peter King held up Thomas Cooper, David Hoffman, and Richard Hildreth, as those early American legal thinkers most notably influenced by Bentham.1 For King, Hildreth represented “the first real fruition of Benthamism in America,” whereas Cooper’s use of Bentham was subservient to his Southern ideology, and Hoffman’s use was mainly to “reinforce” a utilitarianism otherwise “derived from Paley.”2 Although Hildreth’s work falls outside the timeframe of early-American legal science, Cooper’s and Hoffman’s work falls squarely within it. What follows is, in part, a reevaluation of Cooper and Hoffman within the broader context of early republican jurisprudence. Because Cooper became an advocate of southern secession late in life, too many historians have dismissed his life’s work, which consisted of serious intellectual undertakings in law and philosophy, as well as medicine and chemistry. Hoffman, on the other hand, has become a man for all seasons among legal historians. His seven-year course of legal study contained such a vast and eclectic array of titles, that one can superficially paint Hoffman as advocating just about anything. As of late, Hoffman has been discussed as a leading exponent of Scottish Common Sense philosophy, second only to James Wilson a generation earlier. This tension between Hoffman-the-utilitarian and Hoffman-the-Scot requires a new examination. A fresh look at the utilitarian influence on American jurisprudence also requires that we acknowledge 1 PETER J. -
Public Goods in Everyday Life
Public Goods in Everyday Life By June Sekera A GDAE Teaching Module on Social and Environmental Issues in Economics Global Development And Environment Institute Tufts University Medford, MA 02155 http://ase.tufts.edu/gdae Copyright © June Sekera Reproduced by permission. Copyright release is hereby granted for instructors to copy this module for instructional purposes. Students may also download the reading directly from https://ase.tufts.edu/gdae Comments and feedback from course use are welcomed: Global Development And Environment Institute Tufts University Somerville, MA 02144 http://ase.tufts.edu/gdae E-mail: [email protected] PUBLIC GOODS IN EVERYDAY LIFE “The history of civilization is a history of public goods... The more complex the civilization the greater the number of public goods that needed to be provided. Ours is far and away the most complex civilization humanity has ever developed. So its need for public goods – and goods with public goods aspects, such as education and health – is extraordinarily large. The institutions that have historically provided public goods are states. But it is unclear whether today’s states can – or will be allowed to – provide the goods we now demand.”1 -Martin Wolf, Financial Times 1 Martin Wolf, “The World’s Hunger for Public Goods”, Financial Times, January 24, 2012. 2 PUBLIC GOODS IN EVERYDAY LIFE TABLE OF CONTENTS 1. INTRODUCTION .........................................................................................................4 1.1 TEACHING OBJECTIVES: ..................................................................................................................... -
Chapter 4 Freedom and Progress
Chapter 4 Freedom and Progress The best road to progress is freedom’s road. John F. Kennedy The only freedom which deserves the name, is that of pursuing our own good in our own way, so long as we do not attempt to deprive others of theirs, or impeded their efforts to obtain it. John Stuart Mill To cull the inestimable benefits assured by freedom of the press, it is necessary to put up with the inevitable evils springing therefrom. Alexis de Tocqueville Freedom is necessary to generate progress; people also value freedom as an important component of progress. This chapter will contend that both propositions are correct. Without liberty, there will be little or no progress; most people will consider an expansion in freedom as progress. Neither proposition would win universal acceptance. Some would argue that a totalitarian state can marshal the resources to generate economic growth. Many will contend that too much liberty induces libertine behavior and is destructive of society, peace, and the family. For better or worse, the record shows that freedom has increased throughout the world over the last few centuries and especially over the last few decades. There are of course many examples of non-free, totalitarian, ruthless government on the globe, but their number has decreased and now represents a smaller proportion of the world’s population. Perhaps this growth of freedom is partially responsible for the breakdown of the family and the rise in crime, described in the previous chapter. Dictators do tolerate less crime and are often very repressive of deviant sexual behavior, but, as the previous chapter reported, divorce and illegitimacy are more connected with improved income of women than with a permissive society. -
Lesson Plan with Activities: Political
LESSON PLAN POLITICAL PARTIES Recommended for Grade 10 Duration: Approximately 60 minutes BACKGROUND INFORMATION Parliamentary Roles: www.ola.org/en/visit-learn/about-ontarios-parliament/ parliamentary-roles LEARNING GOALS This lesson plan is designed to engage students in the political process through participatory activities and a discussion about the various political parties. Students will learn the differences between the major parties of Ontario and how they connect with voters, and gain an understanding of the important elements of partisan politics. INTRODUCTORY DISCUSSION (10 minutes) Canada is a constitutional monarchy and a parliamentary democracy, founded on the rule of law and respect for rights and freedoms. Ask students which country our system of government is based on. Canada’s parliamentary system stems from the British, or “Westminster,” tradition. Since Canada is a federal state, responsibility for lawmaking is shared among one federal, ten provincial and three territorial governments. Canada shares the same parliamentary system and similar roles as other parliaments in the Commonwealth – countries with historic links to Britain. In our parliament, the Chamber is where our laws are debated and created. There are some important figures who help with this process. Some are partisan and some are non-partisan. What does it mean to be partisan/non-partisan? Who would be voicing their opinions in the Chamber? A helpful analogy is to imagine the Chamber as a game of hockey, where the political parties are the teams playing and the non-partisan roles as the people who make sure the game can happen (ex. referees, announcers, score keepers, etc.) LEGISLATIVE ASSEMBLY OF ONTARIO POLITICAL PARTIES 01 EXPLANATION (5 minutes) Political Parties: • A political party is a group of people who share the same political beliefs. -
Antiquarian & Modern
Blackwell’s Rare Books Blackwell’S rare books ANTIQUARIAN & MODERN Blackwell’s Rare Books 48-51 Broad Street, Oxford, OX1 3BQ Direct Telephone: +44 (0) 1865 333555 Switchboard: +44 (0) 1865 792792 Email: [email protected] Fax: +44 (0) 1865 794143 www.blackwell.co.uk/ rarebooks Our premises are in the main Blackwell’s bookstore at 48-51 Broad Street, one of the largest and best known in the world, housing over 200,000 new book titles, covering every subject, discipline and interest, as well as a large secondhand books department. There is lift access to each floor. The bookstore is in the centre of the city, opposite the Bodleian Library and Sheldonian Theatre, and close to several of the colleges and other university buildings, with on street parking close by. Oxford is at the centre of an excellent road and rail network, close to the London - Birmingham (M40) motorway and is served by a frequent train service from London (Paddington). Hours: Monday–Saturday 9am to 6pm. (Tuesday 9:30am to 6pm.) Purchases: We are always keen to purchase books, whether single works or in quantity, and will be pleased to make arrangements to view them. Auction commissions: We attend a number of auction sales and will be happy to execute commissions on your behalf. Blackwell’s online bookshop www.blackwell.co.uk Our extensive online catalogue of new books caters for every speciality, with the latest releases and editor’s recommendations. We have something for everyone. Select from our subject areas, reviews, highlights, promotions and more. Orders and correspondence should in every case be sent to our Broad Street address (all books subject to prior sale). -
Economic Freedom” and Economic Growth: Questioning the Claim That Freer Markets Make Societies More Prosperous
Munich Personal RePEc Archive “Economic freedom” and economic growth: questioning the claim that freer markets make societies more prosperous Cohen, Joseph N City University of New York, Queens College 27 September 2011 Online at https://mpra.ub.uni-muenchen.de/33758/ MPRA Paper No. 33758, posted 27 Sep 2011 18:38 UTC “Economic Freedom” and Economic Growth: Questioning the Claim that Freer Markets Make Societies More Prosperous Joseph Nathan Cohen Department of Sociology City University of New York, Queens College 65-30 Kissena Blvd. Flushing, New York 11367 [email protected] Abstract A conventional reading of economic history implies that free market reforms rescued the world’s economies from stagnancy during the 1970s and 1980s. I reexamine a well-established econometric literature linking economic freedom to growth, and argue that their positive findings hinge on two problems: conceptual conflation and ahistoricity. When these criticisms are taken seriously, a very different view of the historical record emerges. There does not appear to be enduring relationship between economic liberalism and growth. Much of the observed relationship between these two variables involves a one-shot transition to freer markets around the Cold War’s end. Several concurrent changes took place in this historical context, and it is hasty to conclude that it was market liberalization alone that produced the economic turnaround of the 1990s and early-2000s. I also question market fundamentalists’ view that all forms of liberalization are helpful, arguing that the data show little to no benefit from reforms that did not attract foreign investment. Word Count: 6,698 (excl. -
A Critique of John Stuart Mill Chris Daly
Southern Illinois University Carbondale OpenSIUC Honors Theses University Honors Program 5-2002 The Boundaries of Liberalism in a Global Era: A Critique of John Stuart Mill Chris Daly Follow this and additional works at: http://opensiuc.lib.siu.edu/uhp_theses Recommended Citation Daly, Chris, "The Boundaries of Liberalism in a Global Era: A Critique of John Stuart Mill" (2002). Honors Theses. Paper 131. This Dissertation/Thesis is brought to you for free and open access by the University Honors Program at OpenSIUC. It has been accepted for inclusion in Honors Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. r The Boundaries of Liberalism in a Global Era: A Critique of John Stuart Mill Chris Daly May 8, 2002 r ABSTRACT The following study exanunes three works of John Stuart Mill, On Liberty, Utilitarianism, and Three Essays on Religion, and their subsequent effects on liberalism. Comparing the notion on individual freedom espoused in On Liberty to the notion of the social welfare in Utilitarianism, this analysis posits that it is impossible for a political philosophy to have two ultimate ends. Thus, Mill's liberalism is inherently flawed. As this philosophy was the foundation of Mill's progressive vision for humanity that he discusses in his Three Essays on Religion, this vision becomes paradoxical as well. Contending that the neo-liberalist global economic order is the contemporary parallel for Mill's religion of humanity, this work further demonstrates how these philosophical flaws have spread to infect the core of globalization in the 21 st century as well as their implications for future international relations. -
Liberalism and the Common Good a Hayekian Perspective on Communitarianism
SUBSCRIBE NOW AND RECEIVE CRISIS AND LEVIATHAN* FREE! “The Independent Review does not accept “The Independent Review is pronouncements of government officials nor the excellent.” conventional wisdom at face value.” —GARY BECKER, Noble Laureate —JOHN R. MACARTHUR, Publisher, Harper’s in Economic Sciences Subscribe to The Independent Review and receive a free book of your choice* such as the 25th Anniversary Edition of Crisis and Leviathan: Critical Episodes in the Growth of American Government, by Founding Editor Robert Higgs. This quarterly journal, guided by co-editors Christopher J. Coyne, and Michael C. Munger, and Robert M. Whaples offers leading-edge insights on today’s most critical issues in economics, healthcare, education, law, history, political science, philosophy, and sociology. Thought-provoking and educational, The Independent Review is blazing the way toward informed debate! Student? Educator? Journalist? Business or civic leader? Engaged citizen? This journal is for YOU! *Order today for more FREE book options Perfect for students or anyone on the go! The Independent Review is available on mobile devices or tablets: iOS devices, Amazon Kindle Fire, or Android through Magzter. INDEPENDENT INSTITUTE, 100 SWAN WAY, OAKLAND, CA 94621 • 800-927-8733 • [email protected] PROMO CODE IRA1703 Liberalism and the Common Good A Hayekian Perspective on Communitarianism —————— ✦ —————— LINDA C. RAEDER In the end, given liberty to learn, men will find out that freedom means community. —William Aylott Orton n recent years, a spirited -
The Contribution of Higher Education to Public and Common Good(S), East and West
Tsinghua University Institute of Education Seminar 1 on 21 June 2019 The contribution of higher education to public and common good(s), East and West Simon Marginson Department of Education, University of Oxford ESRC/HEFCE Centre for Global Higher Education Higher School of Economics, Moscow The problem of ‘public’ or ‘social’ goods in higher education We can think we can measure private goods associated with higher education, such as augmented earnings … (though the extent to which they are really caused by the higher education? that’s another story …) … but public good, or public goods, or ’social goods’, are more elusive, especially goods collectively consumed. These public goods tend to be under-recognised, and hence are probably under-funded and under-provided The contribution of higher education to public and common good(s), East and West • Contributions of higher education – individual and collective • Higher education as a public sphere • Higher education as public good(s) - Economic definition - Political definition - Combining the two definitions • Higher education as common good(s) • Global public and common good(s) in higher education • Concepts of ‘public’ and ‘common’ in China Mapping the contributions of higher education: Individualised and collective Individualised 1 Individualised national goods 2 Individualised global goods Greater agency freedom Cross-border mobility and Better social position employability Augmented earnings and Communications facility employment rates Knowledge of diverse Lifetime health and financial languages and cultures outcomes, etc Access to global science national global 3 Collective national goods 4 Collective global goods Ongoing development of Universal global science professions/occupations Diverse knowledge fields Shared social literacy, Common zone of free critical opportunity structure inquiry Inputs to government Systems for exchange, Stronger regions, cities collaboration, mobility collective 1.