DOCSLIB.ORG

Democracy's Untold Story: What World History Textbooks Neglect. INSTITUTION American Federation of Teachers, Washington, D.C.; Columbia Univ., New York, N.Y

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Democracy's Untold Story: What World History Textbooks Neglect. INSTITUTION American Federation of Teachers, Washington, D.C.; Columbia Univ., New York, N.Y DOCUMENT RESUME ED 313 268 SO 018 637 AUTHOR Gagnon, Paul TITLE Democracy's Untold Story: What World History Textbooks Neglect. INSTITUTION American Federation of Teachers, Washington, D.C.; Columbia Univ., New York, N.Y. Teachers College.; Freedom House, Inc., New York, N.Y. SPONS AGENCY California State Dept. of Education, Sacramento. Bureau of Adult Education.; Department of Education, Washington, DC. PUB DATE 87 NOTE 133p.; For related documents, see SO 019 821, SO 020 352, and EJ 357 591. Prepared in conjunction with the Education for Democracy Project. AVAILABLE FROMEducation for Democracy Project, American Federation of Teachers, 555 New Jersey Ave., NW, Washington, DC 20001 ($4.98). PUB TYPE Books (010) Viewpoints (120) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Content Analysis; *Democracy; *Democratic Values; High Schools; Instructional Materials; Social Studies; *Textbook Content; Textbook Evaluation; *World History ABSTRACT Content weakness in textbooks is a major obstacle to effective social studies teaching. Chapters 1-3 of this book provide the Education for Democracy Project's Statement of Principles, a consideration of history's role as the core of social studies education, and the role of textbooks in teaching world history. Chapters 4-14 examine five selected world history textbooks in terms of included information about and treatment of:(1) the purpose of history instruction;(2) the Greek legacy; (3) Rome's fall and legacy;(4) Judaism's and Christianity's basic ideas; (5) the Middle Ages as a source of representative government; (6) the 17th century English Parliament;(7) ideas from the Enlightenment; (8) the American and French Revolutions; (9) major ideas of the 19th century; (10) nation-states, nationalism, and imperialism; (11) World War I; (12) totalitarianism; (13) U.S. foreign policy; and (14) democracy in the world since 1945. This book concludes that these world history textbooks tend to neglect democracy's ideas, principles, origins, needs, and significance and that, when included, these concepts are not systematically presented. Teachers may not be able to rely on world history textbooks to convey and teach the concepts of struggles for freedom, self-government, and justice. (JHP) *************************************w********************************* Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************.************************* WW1 "PERMISSION TO REPRODUCE THIS U S DEPARTMENT MATERIAL HAS BEEN GRANTED BY Office of Educational Resi EDUCATIONAL RESOU CENTER )( This document has 1 M. received ',cm the P1 originating it Minor changes have I reproduction TO THE EDUCATIONAL RESOURCES Points of view or owl, ment do not necessi INFORMATION CENTER (ERIC." OERI position or polic DEMOCRACY' BY PAUL GAGNON UNTOLD STO What World X)/ AN(;!;lccl DEMOCRACY'S UNTOLD STORY What World History Textbooks Neglect BY PAUL GAGNON A Publication of the Education for Democracy Project Published by the American Federation of Teachers @copyright 1987 3 EDUCATION FOR DEMOCRACY is a joint proj- ect of the American Federation of Teachers, the Educa- tional Excellence Network, and Freedom House. The American Federation of Teachers is a union with a membership of 660,000most of whom are classroom teachers, higher education faculty, and other school employees. The AFT is committed to helping its members bring excellence to America's classrooms and full profes- sional status to their work. The Educational Excellence Networkheadquartered at Teachers College, Columbia Universityis a coalition of several hundred educators and scholars devoted to the improvement of American education. Freedom House is a national organization that monitors political rights and civil liberties around the world and that has spent 40 years educating the public about the nature and needs of democracy and the threats to it. Funding for Democracy's Untold Story: What World History Textbooks Neglect has been provided by the U.S. Department of Education, the California Department of Public Instruction and a variety of private foundations. Democracy's Untold Story: What World History Textbooks Neglect may be ordered by writing the Education for Democracy Project"TM, at the American Federation of Teachers, 555 New Jersey Avenue, N.W., Washington, D.C. 20001. For pricing information and an order form, see page 143. © 1987 by the American Federation of Teachers. All materials published by the Education for Democracy Projectrm, including Democracy's Untold Story: What World History Textbooks Neglect, are protected by copyright. How- ever, we hereby grant to all direct recipients permission to reproduce the material contained herein for distribution. Textbook Advisory Committee The following people assisted and advised Mr. Gagnon by reading and commenting on early drafts of Democracy's Untold Story: What World History Textbooks Neglect. Diane Ravitch Hazel Hertzberg Advisory Committee Chairman Professor, History and Education Professor, History and Education Teachers College Teachers College Columbia University Columbia University Bill Honig John H Bunzel California Superintendent Senior Research Flow, of Public Instruction Department of Political Science Hoover Institute Elizabeth McPike Stanford University Editor, American Educator American Federation of Teachers Mary Butz Chairman, Social Studies DepartmentDonald Stewart Edward R. Murrow High School President, New York, New York The College Board Patrick Daly Stephan Thernstrorn Vice President, Professor, Department of History American Federation of Teachers Harvard University Retired Social Studies Teacher, Dearborn, Michigan Public Schools Gladys Twyman Social Studies Teacher, Carl Gershman Sylvan High School President, Atlanta, Georgia National Endowment for Democracy Tlwmas Gregory Ward Bernard R. Gifford Social Studies Curriculum Specialist, Dean, Graduate School of Education Fairfax County Public Schools, Virginia University of California: Berkeley Alan T Wood Visiting Assistant Professor, History Whitman College 5 TABLE OF CONTENTS Introduction o I. Education for Democracy: A Statement of Principles.. 13 II. The Problem of What Must Be Taught 25 III. Textbooks and the World History Course 33 N. Why Study History 7 43 V. The Legacy of the Greeks 47 VI. The Fall and Legacy of Rome 53 VII. The Basic Ideas of Judaism and Christianity 59 VIII.The Middle Ages as a Source of Representative Government 65 IX. The Triumph of Parliament in the 17th Century 69 X. Ideas from the Enlightenment 75 XI. The American and French Revolutions 83 XII.The Major Ideologies of the 19th Century 91 XIII.Nation-States, Nationalism, and Imperialism 99 XTV. World War IBefore and After 105 XV.Totalitarianism, Left and Right 113 XVI. Appeasement and Democratic Foreign Policy 123 XVII. Democracy in the World Since 1945 131 Conclusion: Democracy's Untold Story 137 INTRODUCTION This book is for my fellow teachers, and for future teachers, of history and social studies. In it I assume we agree on three things.First,that teaching about democracy and its adventures is one of our most important tasks. Second, that teaching it well is difficult to do. Third, that one of our greatest obstacles to doing so is the weakness of our textbooks. Most of this teacher-to-teacher conversation, then, isa critical review of five much-adopted textbooks in world history, comprising the first half of a larger study. The second half, to be published later, will review textbooks in United States history and American government I do not offer here a comprehensive review of style or scholarship, but a response to a singleques- tion: How helpful is each text in teaching the essential ideas and institutions of democracy, its development over time, and its present condition at home and elsewhere in the world? I hope these pages will help you evaluate, and takean active part in choosing, books for your own schools. I hope you will gain usefi'l suggestions for making up syllabi and lessons,as well as for adapting texts and materials to your own teaching goals in your own ways. This is not a text or a manual, buta set of reflections in which I hope you will find interesting and effec- tive ways to develop in your students the historical perspective and political sophistication upon which any seif governing society must depend. This book is also for others who play a part in educating citi- zens: publishers, text authors, state and local school board members, principals and supervisors, college faculty members who prepare future teachers, parents, and students. All ofus 111 9 7 have a stake in the outcome of debates now raging over the quality, and equality, of American education in general and of education for citizenship in particular. What are these debates? How might they affect our work? We can hadly start in mid-air, leaping to the matter of text- books, without facing up to a number of larger, prior questions: Why beconcerned about thequalityof education for democracy? What is wrong that has to be remedied? What do citizens need to know? What sort of curriculum would help them learn it? How might teaching conditions need to change to promote such learning? Nowhere are these issues better addressed than in Education for Democracy: A Statement of Principles. Issued in spring 1987, it serves as the guiding charter for the many-faceted Education for Democracy project, sponsored by the American Federation of Teachers, the Educational Excellence Network, and Freedom House. This
Load more

Recommended publications
  • Unpopular Policies and the Theory of Representative Democracy Pierre Salmon
    Unpopular policies and the theory of representative democracy Pierre Salmon To cite this version: Pierre Salmon. Unpopular policies and the theory of representative democracy. [Research Report] Laboratoire d’analyse et de techniques économiques(LATEC). 1991, 25 p., ref. bib. : 2 p. hal- 01526994 HAL Id: hal-01526994 https://hal.archives-ouvertes.fr/hal-01526994 Submitted on 23 May 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. LABORATOIRE D'ANALYSE ET DE TECHNIQUES ÉCONOMIQUES UMR 5601 CNRS DOCUMENT DE TRAVAIL �I CENTRE NATIONAL DE LA RECHERCHE I SCIENTIFIQUE '1 UNIVERSITE DE BOURGOGNE Pôle d'Economie et de Gestion 2, boulevard Gabriel - 21000 DIJON - Tél. 03 80 3954 30 - Fax 03 80 39 54 43 ISSN : 1260-8556 9102 UNPOPULAR POLICIES AND THE THEORY OF REPRESENTATIVE DEMOCRACY Pierre SALMON* May 1991 Université de Bourgogne * I am grateful to the participants of the Fourth Villa Colombella Seminar, especially Ron Wintrobe, to Alain Wolfelsperger and to an anonymous referee for their helpful comments. The errors and shortcomings that remain are solely my responsability. INTRODUCTION: IS MOB RULE OUR IDEAL OF REPRESENTATIVE DEMOCRACY? Their platforms reflect concern with enhancing the probability of being elected, but some candidates often, or all candidates occasionally, voluntarily adept stances that reduce that probability.
    [Show full text]
  • Preventing Mob Rule
    In a democracy, the people rule. This means that if a majority of HANDOUT: the public demands a law or public policy, elected leaders have an obligation to seriously consider that demand. However, sometimes the majority demands a law or public policy Preventing that could trample the rights of minorities. The phenomena of the majority wanting to trample the rights of a minority is also known as Mob Rule: ochlocracy, or mob rule. Passing a Law To keep ochlocracy at bay, liberal democracies spread power amongst several institutions. The separate powers of the Senate, the House of Commons, and even the Queen illustrate how the power to create and enact laws is spread amongst different institutions in Canada. Each institution can act as a check on the power of the others. By having power spread across institutions, the law-creation process can be more reasoned and less mob-like. There are more opportunities to consider positions, consult experts, and ask questions. This helps temper emotions, protect minority rights, and promote reason when creating laws. The Path to Creating a Law In Canada, the federal government cannot simply declare a law, without a debate and without that law being subjected to reviews and consideration. The rule of law requires that there are open and established processes to guide the creation of laws. The process below outlines the steps to creating most federal laws in Canada. The process for creating laws at the provincial level is similar, except that there is no Senate review of provincial laws. Three Readings When a proposed law—also known as a bill—is first introduced in the House of Commons, it must pass a series of three votes.
    [Show full text]
  • Spooked by the Demos: Aristotle's Conception of the Good Citizenry
    Problematique Issue 11 (Spring) 2007 Bell: Spooked by the Demos Spooked by the Demos: Aristotle’s Conception of the Good Citizenry Against the Mob Colleen Bell This article addresses two aspects of Aristotle’s The Politics.1 The first concerns his conception of the good citizenry and the second concerns the character that he attributes to a politically active demos. At times, Aristotle refers to this latter category as the ‘mob’ which serves as the citizenry’s disruptive counterpart.2 I explore how the ideas of rationality, virtue and excellence are used to characterize the good citizenry, while the mob, driven by passion, moral depravity and irrationality, is represented as its alterity. The relationship between the good citizenry and the mob, I argue, is critical to the image that Aristotle casts of the best possible constitution; one designed to be largely invulnerable to revolution and to the formation of an active, democratic polity. His awareness of the potential for the demos to transform into a form of ‘mob rule’ leads him to compromise the ideal constitution, composed of a wholly ‘rational’ and ‘virtuous’ citizenry, by extending citizenship rights to a limited and select portion of the demos in order to minimize the likelihood of mob driven revolution. Aristotle provides the classical account of the citizen as one who has both the knowledge, and the ability to rule and be ruled. 3 Key is the idea that while ‘man’ is distinguished by reason, not all ‘men’ posses sufficient reason to warrant citizenship. 4 In holding that not all of humanity has the capacity to rule, essential to his conception of the good citizen is the willful exclusion of women, slaves, immigrants, and children from both political subjectivity and participation.
    [Show full text]
  • A Measure of Detachment: Richard Hofstadter and the Progressive Historians
    A MEASURE OF DETACHMENT: RICHARD HOFSTADTER AND THE PROGRESSIVE HISTORIANS A Thesis Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS By Wiliiam McGeehan May 2018 Thesis Approvals: Harvey Neptune, Department of History Andrew Isenberg, Department of History ABSTRACT This thesis argues that Richard Hofstadter's innovations in historical method arose as a critical response to the Progressive historians, particularly to Charles Beard. Hofstadter's first two books were demonstrations of the inadequacy of Progressive methodology, while his third book (the Age of Reform) showed the potential of his new way of writing history. i TABLE OF CONTENTS Page ABSTRACT.......................................................................................................................i CHAPTER 1. A MEASURE OF DETACHMENT..........................................................................1 2. SOCIAL DARWINISM IN AMERICAN THOUGHT………………………………………………26 3. THE AMERICAN POLITICAL TRADITION…………………………………………………………..52 4. THE AGE OF REFORM…………………………………………………………………………………….100 5. CONCLUSION…………………………………………………………………………………………………139 BIBLIOGRAPHY…………………………………………………………………………………………………………..144 CHAPTER ONE A MEASURE OF DETACHMENT Great thinkers often spend their early years in rebellion against the teachers from whom they have learned the most. Freud would say they live out a form of the Oedipal archetype, that son must murder his father at least a little bit if he is ever to become his own man.
    [Show full text]
  • Preventing Mob Rule
    There are many ways that ochlocracy, or the rule of the mob, is HANDOUT: curtailed in Canada. Requiring that legislation be approved by the House of Commons, the Senate, and even the Queen is one of the protections we have against mob rule. The review of proposed legislation by specialised committees of both the House of Commons Preventing and the Senate is another way that we try to ensure that our laws Mob Rule: The respect reason and uphold minority rights. Yet another way that Canada’s liberal democracy is designed to Courts and uphold the values of reason and protect minority rights is our constitution. The Constitution Act and the Charter of Rights and the Charter Freedoms are the highest laws in the country. They spell out what the government has the authority to do, and codify the rights and of Rights and freedoms of all Canadians. When questions arise as to whether or not the government is Freedoms respecting the constitution or the Charter, the courts may be asked to decide. Courts are independent of government. They have the power to rule on whether or not legislation respects the constitution and the Charter. If a court determines that some aspect of a law is contrary to the constitution or the Charter, the non-conforming parts of the law will be of no force or effect. Tyranny of the Judiciary? The power of the courts to rule on whether or not laws are constitutionally valid has led some people to suggest that there is a “tyranny” of the judiciary.
    [Show full text]
  • Voting Squared: Quadratic Voting in Democratic Politics Eric A
    University of Chicago Law School Chicago Unbound Coase-Sandor Working Paper Series in Law and Coase-Sandor Institute for Law and Economics Economics 2014 Voting Squared: Quadratic Voting in Democratic Politics Eric A. Posner E. Glen Weyl Follow this and additional works at: https://chicagounbound.uchicago.edu/law_and_economics Part of the Law Commons Recommended Citation Eric Posner & E. Glen Weyl, "Voting Squared: Quadratic Voting in Democratic Politics" (Coase-Sandor Institute for Law & Economics Working Paper No. 657, 2014). This Working Paper is brought to you for free and open access by the Coase-Sandor Institute for Law and Economics at Chicago Unbound. It has been accepted for inclusion in Coase-Sandor Working Paper Series in Law and Economics by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. CHICAGO COASE-SANDOR INSTITUTE FOR LAW AND ECONOMICS WORKING PAPER NO. 657 (2D SERIES) Voting Squared: Quadratic Voting in Democratic Politics Eric A. Posner and E. Glen Weyl THE LAW SCHOOL THE UNIVERSITY OF CHICAGO February 2014 This paper can be downloaded without charge at: The University of Chicago, Institute for Law and Economics Working Paper Series Index: http://www.law.uchicago.edu/Lawecon/index.html and at the Social Science Research Network Electronic Paper Collection. Voting Squared: Quadratic Voting in Democratic Politics Eric A. Posner & E. Glen Weyl1 February 14, 2014 Abstract. Conventional democratic institutions aggregate preferences poorly. The norm of one-person-one-vote with majority rule treats people fairly by giving everyone an equal chance to influence outcomes, but fails to give proportional weight to people whose interests in a social outcome are stronger than those of other people—a problem that leads to the familiar phenomenon of tyranny of the majority.
    [Show full text]
  • We Have a Representative Constitutional Republic and NOT a Democracy for a Reason
    To whom it may concern- We have a representative constitutional republic and NOT a democracy for a reason. A democracy is a popularity contest, it's mob rule, it's 51% of the population bossing around the other 49%. The founding fathers gave us a representative constitutional republic because they believed some rights were intrinsic to the person and could not be removed, no matter how many people agreed to take them away. The right to keep and bear arms as valued second only to the right to free speech and freedom of religion. Senate Bill 978 and it's amendment will largely destroy our right to keep and bear arms in this state. In addition, and much more seriously, the way SB978 is being forced upon the people of Oregon is a circus, an absolute farce. An embarrassment. A perversion of the power given to elected officials. Spitting upon the Constitution, both of the USA as a whole and of Oregon. Every government employee or political office holder who swore an oath to uphold the Constitution of both the USA and of Oregon should be ashamed to be a part of this process. The way SB978 and it's amendment were introduced and modified was done specifically to avoid public knowledge and interference. A law that requires secrecy and subversion to pass doesn't deserve to see the light of day. This is not the way a government by the people, of the people, and for the people works, this is how a totalitarian dictatorship works. The elected representatives of Oregon have lost their way, and I am looking forward to the voting box showing them the door.
    [Show full text]
  • Who Wins When the Majority Rules?
    University of New Hampshire University of New Hampshire Scholars' Repository The University Dialogue Discovery Program 2007 Who wins when the majority rules? Marla Brettschneider University of New Hampshire, [email protected] Follow this and additional works at: https://scholars.unh.edu/discovery_ud Part of the American Politics Commons Recommended Citation Brettschneider, Marla, "Who wins when the majority rules?" (2007). The University Dialogue. 20. https://scholars.unh.edu/discovery_ud/20 This Article is brought to you for free and open access by the Discovery Program at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in The University Dialogue by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. Who Wins When the Majority Rules? Marla Brettschneider Departments of Political Science & Women’s Studies Coordinator, Queer Studies Introduction States notwithstanding, democratic theorists have long It is often difficult to engage in critical discussions of questioned majority rule, myriad institutions, and gov- fundamental democratic principles. Basic questions of erning bodies, and organizations in democracies have democratic praxis are assumed to be easily answered or employed methods that run counter to the majoritar- are thought to have been answered declaratively by the ian principle, specifically in the interest of promoting “founding fathers.” Thus, the question ofhow we ought democratic egalitarianism. to go about enacting systems of governance by, for, and of the people seems to have a simple answer: majoritari- Madison’s Majoritarianism anism. Decision making, according to the will of the Many consider majoritarianism to be a founding U.S.
    [Show full text]
  • Democracy and Dictatorship: Conceptualization and Measurement 145
    Democracy and Dictatorship: 5 Conceptualization and Measurement If you can think about something, you can conceptualize it; if you can conceptualize it, you can operationalize it; and if you can operationalize it, you can measure it. J. David Singer If you can not measure it, you can not improve it. Lord Kelvin Not everything that counts can be counted, and not everything that can be counted counts. From a sign in Einstein’s office at Princeton • Although a strong consensus exists that democracy is the most desirable form of political regime, this has not always been the case. In fact, his- torically, democracy was commonly viewed as an obsolete system that was both dangerous and unstable. • Given the current widespread agreement concerning the importance OVERVIEW and desirability of democracy, one might wonder how a country becomes a democracy and about the sorts of things that influence democratic survival. Answering these types of questions presupposes that we can conceptualize and measure democracy and dictatorship. • In this chapter, we look at the types of issues that arise when social sci- entists try to conceptualize and measure abstract political phenomena. We do so in the context of democracy and dictatorship. What exactly is it that makes a democracy a democracy? Should we conceptualize and 144 Principles of Comparative Politics measure democracy in substantive or minimalist terms? Should we conceptualize and measure democracy and dictatorship as two separate categories or two ends of a single democratic-dictatorial continuum? • We also discuss different criteria—validity, reliability, and replicability—that political scientists employ to evaluate empirical measures of their theoretical concepts.
    [Show full text]
  • Rational Irrationality Across Institutional Contexts
    Journal des Économistes et des Études Humaines 2015; aop Ryan H. Murphy* Rational Irrationality Across Institutional Contexts DOI 10.1515/jeeh-2015-0005 Abstract: This paper considers how Bryan Caplan’s concept of rational irra- tionality may manifest in various political institutional arrangements, building off the demand curve for irrationality. Mob democracy, anarchy, autocracy, and constitutionally constrained democracy are the governance structures addressed. While anarchy is strictly better than mob democracy, under certain conditions, democracy, anarchy, or constitutionally constrained democracy may yield the best outcomes depending on the circumstances. Keywords: rational irrationality, comparative institutional analysis, anarchy, autocracy JEL Codes: D03, D72 1 Introduction Rational irrationality supplements rational ignorance in the standard public choice perspective on government failure (Caplan 2001a). Rather than empha- sizing the potential for self-interested actors to reach suboptimal outcomes in political markets, rationally irrational voters are systematically biased in sev- eral distinct ways. According to Caplan (2007a), these biases include Anti- Market Bias, Antiforeign Bias, Make Work Bias, and Pessimism Bias. These biases cause governments to make inappropriate interventions in the economy and society. Rational irrationality may thereby explain inefficiencies observed in policy today.1 1 The purpose of this paper is not to re-examine the relative importance of rational irrationality versus rational ignorance. The issue of the “miracle of aggregation” is a difficult one for scholars arguing that rational ignorance is an important cause of bad public policy. However, many still argue that it has a detrimental effect, e.g. Somin (2013). *Corresponding author: Ryan H. Murphy, SMU Cox School of Business, O’Neil Center for Global Markets and Freedom, Southern Methodist University, P.O.
    [Show full text]
  • The RISE of DEMOCRACY REVOLUTION, WAR and TRANSFORMATIONS in INTERNATIONAL POLITICS SINCE 1776
    Macintosh HD:Users:Graham:Public:GRAHAM'S IMAC JOBS:15554 - EUP - HOBSON:HOBSON NEW 9780748692811 PRINT The RISE of DEMOCRACY REVOLUTION, WAR AND TRANSFORMATIONS IN INTERNATIONAL POLITICS SINCE 1776 CHRISTOPHER HOBSON Macintosh HD:Users:Graham:Public:GRAHAM'S IMAC JOBS:15554 - EUP - HOBSON:HOBSON NEW 9780748692811 PRINT THE RISE OF DEMOCRACY Macintosh HD:Users:Graham:Public:GRAHAM'S IMAC JOBS:15554 - EUP - HOBSON:HOBSON NEW 9780748692811 PRINT Macintosh HD:Users:Graham:Public:GRAHAM'S IMAC JOBS:15554 - EUP - HOBSON:HOBSON NEW 9780748692811 PRINT THE RISE OF DEMOCRACY Revolution, War and Transformations in International Politics since 1776 Christopher Hobson Macintosh HD:Users:Graham:Public:GRAHAM'S IMAC JOBS:15554 - EUP - HOBSON:HOBSON NEW 9780748692811 PRINT © Christopher Hobson, 2015 Edinburgh University Press Ltd The Tun – Holyrood Road 12 (2f) Jackson’s Entry Edinburgh EH8 8PJ www.euppublishing.com Typeset in 11 /13pt Monotype Baskerville by Servis Filmsetting Ltd, Stockport, Cheshire, and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 0 7486 9281 1 (hardback) ISBN 978 0 7486 9282 8 (webready PDF) ISBN 978 0 7486 9283 5 (epub) The right of Christopher Hobson to be identified as author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988 and the Copyright and Related Rights Regulations 2003 (SI No. 2498). Macintosh HD:Users:Graham:Public:GRAHAM'S IMAC JOBS:15554 - EUP - HOBSON:HOBSON NEW 9780748692811
    [Show full text]
  • Democracy in Times of Ochlocracy
    Original paper UDC 321.7(045) doi: 10.21464/sp32112 Received: March 16th, 2016 Jesús Padilla Gálvez University of Castilla-La Mancha, Faculty of Legal and Social Sciences, San Pedro Mártir, s/n, E–45071 Toledo [email protected] Democracy in Times of Ochlocracy Abstract For some time now we have noticed an increasing scepticism regarding the effectiveness of democracy, and its ability to represent citizens through elections. Elections are the central mechanism of political decision taking. However, there is a clear tendency to exploit electo- rial processes by populist politicians. The ancient ideal of paideia was to educate citizens by following a civic program. Its aim was to enable the citizen to exercise the civil rights and duties. Since the 1970s, however, we had observed two contrasting tendencies: a growth of individualization, and a ecrease of the level of civic education. In the 1990s populist politi- cal parties entered the political scene of European democracies, some of which have man- aged to establish a mob rule or ochlocracy (ὀχλοκρατία). Since then, ochlocratic parties have systematically intended to win the votes of politically less educated citizens by offering them a simplified political discourse. In fact, these parties have managed to neutralize the two-party system in many European countries. Thus they managed to block majority-based governments, forcing parties to form coalitions with ideologically opposing smaller parties. This has created a situation in which the “punishment vote” becomes the mean to gain the votes of undecided people who may be characterized as rebels without political culture. Keywords ochlocracy, democracy, deliberative democracy Introduction Our understanding of democracy has undergone significant changes within the last decade (Warren, 2011, 517ff.).
    [Show full text]