Athenian Democracy and Popular Tyranny
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341 BC the THIRD PHILIPPIC Demosthenes Translated By
1 341 BC THE THIRD PHILIPPIC Demosthenes translated by Thomas Leland, D.D. Notes and Introduction by Thomas Leland, D.D. 2 Demosthenes (383-322 BC) - Athenian statesman and the most famous of Greek orators. He was leader of a patriotic party opposing Philip of Macedon. The Third Philippic (341 BC) - The third in a series of speeches in which Demosthenes attacks Philip of Macedon. Demosthenes urged the Athenians to oppose Philip’s conquests of independent Greek states. Cicero later used the name “Philippic” to label his bitter speeches against Mark Antony; the word has since come to stand for any harsh invective. 3 THE THIRD PHILIPPIC INTRODUCTION To the Third Philippic THE former oration (The Oration on the State of the Chersonesus) has its effect: for, instead of punishing Diopithes, the Athenians supplied him with money, in order to put him in a condition of continuing his expeditions. In the mean time Philip pursued his Thracian conquests, and made himself master of several places, which, though of little importance in themselves, yet opened him a way to the cities of the Propontis, and, above all, to Byzantium, which he had always intended to annex to his dominions. He at first tried the way of negotiation, in order to gain the Byzantines into the number of his allies; but this proving ineffectual, he resolved to proceed in another manner. He had a party in the city at whose head was the orator Python, that engaged to deliver him up one of the gates: but while he was on his march towards the city the conspiracy was discovered, which immediately determined him to take another route. -
The Enlightenment and Democratic Revolutions MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
4 The Enlightenment and Democratic Revolutions MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES REVOLUTION Enlightenment These revolutions and the • Enlightenment • representative ideas helped bring about the documents they produced have • social contract government American and French inspired other democratic • natural rights • federal system revolutions. movements. • separation of • United Nations powers SETTING THE STAGE The Renaissance continued to affect European thinking throughout the 17th century. The Renaissance emphasis on the individual and on expanding human potential were especially influential. At the same time, Europeans began to explore their physical world. They extended the boundaries of the known world in what came to be called the Age of Exploration. New ideas and discoveries had a great impact on Europeans’ understanding of themselves and the world. TAKING NOTES Enlightenment Thinkers and Ideas Outlining Use an outline During the 17th and 18th centuries, an intellectual movement called the to organize the main ideas and details. Enlightenment developed. Enlightenment thinkers tried to apply the principles of reason and the methods of science to all aspects of society. They built upon I. Enlightenmentg the long history of Western thought. Thinkers and Ideas The philosophers of ancient Greece had established the idea of natural laws A. that could be discovered by careful observation and reasoned inquiry. B. Christianity contributed the belief in the equality of all human beings. (This belief II. The Beggginnings of Democracy in America would later lead to the principle of equal rights in society.) During the Renaissance, thinkers had focused on worldly concerns. They criticized medieval philosophy A. for concentrating on questions that seemed unrelated to human conditions. -
Who Freed Athens? J
Ancient Greek Democracy: Readings and Sources Edited by Eric W. Robinson Copyright © 2004 by Blackwell Publishing Ltd The Beginnings of the Athenian Democracv: Who Freed Athens? J Introduction Though the very earliest democracies lildy took shape elsewhere in Greece, Athens embraced it relatively early and would ultimately become the most famous and powerful democracy the ancient world ever hew. Democracy is usually thought to have taken hold among the Athenians with the constitutional reforms of Cleisthenes, ca. 508/7 BC. The tyrant Peisistratus and later his sons had ruled Athens for decades before they were overthrown; Cleisthenes, rallying the people to his cause, made sweeping changes. These included the creation of a representative council (bode)chosen from among the citizens, new public organizations that more closely tied citizens throughout Attica to the Athenian state, and the populist ostracism law that enabled citizens to exile danger- ous or undesirable politicians by vote. Beginning with these measures, and for the next two centuries or so with only the briefest of interruptions, democracy held sway at Athens. Such is the most common interpretation. But there is, in fact, much room for disagree- ment about when and how democracy came to Athens. Ancient authors sometimes refer to Solon, a lawgiver and mediator of the early sixth century, as the founder of the Athenian constitution. It was also a popular belief among the Athenians that two famous “tyrant-slayers,” Harmodius and Aristogeiton, inaugurated Athenian freedom by assas- sinating one of the sons of Peisistratus a few years before Cleisthenes’ reforms - though ancient writers take pains to point out that only the military intervention of Sparta truly ended the tyranny. -
Demosthenes, Chaeronea, and the Rhetoric of Defeat
CHAPTER 6 Demosthenes, Chaeronea, and the Rhetoric of Defeat Max L. Goldman Introduction For years Demosthenes urged the Athenians to oppose the rising power of Macedon, which had come to prominence in the second half of the fourth century through the diplomatic and military efforts of its king, Philip II.1 Demosthenes finally convinced the Athenians and the Thebans to form an al- liance, which faced Philip at Chaeronea in the late summer of 338 BCE. Philip’s decisive victory in that battle had immediate consequences for the political landscape of the Greek world and modern historical narratives tend to treat Chaeronea as a turning point, as the moment when mainland Greece ceased to engage in independent foreign policy actions.2 Although this turned out to be the case, it was not immediately clear at Athens that the new order established by Philip after the battle was irrevocable. When Demosthenes was selected to deliver the funeral oration (logos epitaphios) for the Athenians who died at the battle of Chaeronea, he faced a particularly challenging task because the soldiers, whose deaths he needed to praise, had died fighting a losing battle, a battle he had vigorously advocated for. In his funeral oration, Demosthenes needed to discuss the defeat and his role in it in a way that created a sense of continuity with the past, that minimized the potential disruption such a defeat can inflict on a community, and that gave the Athenians a way to understand their defeat and his role in it. There can be no doubt that Demosthenes delivered the oration for the dead of Chaeronea. -
Democracy in the United States
Democracy in the United States The United States is a representative democracy. This means that our government is elected by citizens. Here, citizens vote for their government officials. These officials represent the citizens’ ideas and concerns in government. Voting is one way to participate in our democracy. Citizens can also contact their officials when they want to support or change a law. Voting in an election and contacting our elected officials are two ways that Americans can participate in their democracy. Voting booth in Atascadero, California, in 2008. Photo by Ace Armstrong. Courtesy of the Polling Place Photo Project. Your Government and You H www.uscis.gov/citizenship 1 Becoming a U.S. Citizen Taking the Oath of Allegiance at a naturalization ceremony in Washington, D.C. Courtesy of USCIS. The process required to become a citizen is called naturalization. To become a U.S. citizen, you must meet legal requirements. You must complete an interview with a USCIS officer. You must also pass an English and Civics test. Then, you take the Oath of Allegiance. This means that you promise loyalty to the United States. When you become a U.S. citizen, you also make these promises: ★ give up loyalty to other countries ★ defend the Constitution and laws of the United States ★ obey the laws of the United States ★ serve in the U.S. military (if needed) ★ do important work for the nation (if needed) After you take the Oath of Allegiance, you are a U.S. citizen. 2 Your Government and You H www.uscis.gov/citizenship Rights and Responsibilities of Citizens Voting is one important right and responsibility of U.S. -
Democracy in Ancient Athens Was Different from What We Have in Canada Today
54_ALB6SS_Ch3_F2 2/13/08 2:25 PM Page 54 CHAPTER Democracy in 3 Ancient Athens Take a long step 2500 years back in time. Imagine you are a boy living in the ancient city of Athens, Greece. Your slave, words matter! Cleandros [KLEE-an-thros], is walking you to school. Your father Ancient refers to something and a group of his friends hurry past talking loudly. They are on from a time more than their way to the Assembly. The Assembly is an important part of 2500 years ago. democratic government in Athens. All Athenian men who are citizens can take part in the Assembly. They debate issues of concern and vote on laws. As the son of a citizen, you look forward to being old enough to participate in the Assembly. The Birthplace of Democracy The ancient Greeks influenced how people today think about citizenship and rights. In Athens, a form of government developed in which the people participated. The democracy we enjoy in Canada had its roots in ancient Athens. ■ How did men who were citizens participate in the democratic government in Athens? ■ Did Athens have representative government? Explain. 54 54_ALB6SS_Ch3_F2 2/13/08 2:25 PM Page 55 “Watch Out for the Rope!” Cleandros takes you through the agora, a large, open area in the middle of the city. It is filled with market stalls and men shopping and talking. You notice a slave carrying a rope covered with red paint. He ? Inquiring Minds walks through the agora swinging the rope and marking the men’s clothing with paint. -
Royal Power, Law and Justice in Ancient Macedonia Joseph Roisman
Royal Power, Law and Justice in Ancient Macedonia Joseph Roisman In his speech On the Crown Demosthenes often lionizes himself by suggesting that his actions and policy required him to overcome insurmountable obstacles. Thus he contrasts Athens’ weakness around 346 B.C.E. with Macedonia’s strength, and Philip’s II unlimited power with the more constrained and cumbersome decision-making process at home, before asserting that in spite of these difficulties he succeeded in forging later a large Greek coalition to confront Philip in the battle of Chaeronea (Dem.18.234–37). [F]irst, he (Philip) ruled in his own person as full sovereign over subservient people, which is the most important factor of all in waging war . he was flush with money, and he did whatever he wished. He did not announce his intentions in official decrees, did not deliberate in public, was not hauled into the courts by sycophants, was not prosecuted for moving illegal proposals, was not accountable to anyone. In short, he was ruler, commander, in control of everything.1 For his depiction of Philip’s authority Demosthenes looks less to Macedonia than to Athens, because what makes the king powerful in his speech is his freedom from democratic checks. Nevertheless, his observations on the Macedonian royal power is more informative and helpful than Aristotle’s references to it in his Politics, though modern historians tend to privilege the philosopher for what he says or even does not say on the subject. Aristotle’s seldom mentions Macedonian kings, and when he does it is for limited, exemplary purposes, lumping them with other kings who came to power through benefaction and public service, or who were assassinated by men they had insulted.2 Moreover, according to Aristotle, the extreme of tyranny is distinguished from ideal kingship (pambasilea) by the fact that tyranny is a government that is not called to account. -
The Roles of Solon in Plato's Dialogues
The Roles of Solon in Plato’s Dialogues Dissertation Presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Samuel Ortencio Flores, M.A. Graduate Program in Greek and Latin The Ohio State University 2013 Dissertation Committee: Bruce Heiden, Advisor Anthony Kaldellis Richard Fletcher Greg Anderson Copyrighy by Samuel Ortencio Flores 2013 Abstract This dissertation is a study of Plato’s use and adaptation of an earlier model and tradition of wisdom based on the thought and legacy of the sixth-century archon, legislator, and poet Solon. Solon is cited and/or quoted thirty-four times in Plato’s dialogues, and alluded to many more times. My study shows that these references and allusions have deeper meaning when contextualized within the reception of Solon in the classical period. For Plato, Solon is a rhetorically powerful figure in advancing the relatively new practice of philosophy in Athens. While Solon himself did not adequately establish justice in the city, his legacy provided a model upon which Platonic philosophy could improve. Chapter One surveys the passing references to Solon in the dialogues as an introduction to my chapters on the dialogues in which Solon is a very prominent figure, Timaeus- Critias, Republic, and Laws. Chapter Two examines Critias’ use of his ancestor Solon to establish his own philosophic credentials. Chapter Three suggests that Socrates re- appropriates the aims and themes of Solon’s political poetry for Socratic philosophy. Chapter Four suggests that Solon provides a legislative model which Plato reconstructs in the Laws for the philosopher to supplant the role of legislator in Greek thought. -
Taking Sides: the Political Economy of Solon's Law for Civil Wars*
Taking sides: The Political Economy of Solon’s Law for Civil Wars* Soeren C. Schwuchow**, Brandenburg University of Technology, Germany George Tridimas***, Ulster University, Northern Ireland This version: 18 June 2019 Abstract In 594 BCE the Athenian statesman Solon defused a grave social crisis by introducing wide- ranging constitutional, political and economic reforms which granted various rights to a nas- cent ‘middle class’ and reduced the power of the wealthy birth aristocracy. Solon’s reforms included a law which perhaps counter-intuitively banned citizens from staying neutral in cas- es of civil conflict. After reviewing aspects of the law against neutrality debated by historians, the present paper employs the methodology of the economics of conflict to investigate the implications of the law for the stability of the constitutional order initiated by Solon. We ex- amine a stylised model of three social classes, Rich, Middle and Poor, where the former two compete for control of the government, and the Poor may decide to stay neutral or side with either the Middle or the Rich. By solving the model we identify conditions for the Rich to ac- cept the Solonian order or reject it and mount a coup. Key words: Ancient Athens; Solon; social conflict; neutrality; social stability; constitution- al choice. JEL Classification: D7: Analysis of Collective Decision making; D72: Political Processes D74: Conflict; Conflict Resolution; Alliances; N4: Economic History– Government; N93 - Europe: Pre-1913 Regional and Urban History * Paper in early stage of progress, preliminary and incomplete. Please do not circulate. ** Soeren C. Schwuchow (corresponding author), Brandenburg University of Technology, Cottbus-Senftenberg, Chair of Microeconomics, P.O. -
Thomas Jefferson and the Ideology of Democratic Schooling
Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p. -
Understanding Art in Antwerp Classicising the Popular
94924_Ranmakers GSCC vwk 12-12-2011 09:04 Page iii Understanding Art in Antwerp Classicising the Popular, Popularising the Classic (1540 – 1580) EDITED BY Bart Ramakers PEETERS LEUVEN - PARIS - WALPOLE, MA 2011 CONTENTS Preface and Acknowledgements ix Understanding Art in Antwerp. An Introduction Bart Ramakers xi Contributors xxiii Session I Lost in Translation? Thinking about Classical and Vernacular Art in Antwerp, 1540-1580 Joanna Woodall 1 After the Flood. Luxurious Antwerp and Antiquity David Rijser 25 Session II Reformulating St Luke. Frans Floris on Art and Diligence Annette de Vries 37 The Annexation of the Antique. The Topic of the Living Picture in Sixteenth-Century Antwerp Caecilie Weissert 53 St Luke’s Diligence Elizabeth Honig 69 Session III Classical Architecture and the Communion Debate. The Iconography of Suggestion Koenraad Jonckheere 75 Prints as Perfect Means of Communication. Allegorical Prints with Moral and Religious Messages Invented by Willem van Haecht Yvonne Bleyerveld 93 vi CONTENTS Visual Pamphleteering and the Invention of its Idiom in Rebellious Antwerp Catrien Santing 109 Session IV Pieter Bruegel and the Art of Vernacular Cultivation Todd M. Richardson 115 For the Illustration of Rhetoric. Cornelis van Ghistele, Virgil and the Ideology of Learned Rhetorijcke Femke Hemelaar 131 Learned Humanist Drama Classicising the Popular Jan Bloemendal 151 Session V Lady Pictura and Lady Rhetorica in Mid-Sixteenth-Century Antwerp. Upgrading Painting and Rhetorijcke by Linking Them to the Liberal Arts Stijn Bussels 157 Mirroring God, Reflecting Man. Shaping Identity Through Knowledge in the Antwerp Plays of 1561 Jeroen Vandommele 173 Rhetoricians as a Bridge Between Learned and Vernacular Culture Hilde de Ridder-Symoens 197 Session VI A Pure Marriage Bed. -
THE RISE of COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A
Elections Without Democracy THE RISE OF COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A. Way Steven Levitsky is assistant professor of government and social studies at Harvard University. His Transforming Labor-Based Parties in Latin America is forthcoming from Cambridge University Press. Lucan A. Way is assistant professor of political science at Temple University and an academy scholar at the Academy for International and Area Studies at Harvard University. He is currently writing a book on the obstacles to authoritarian consolidation in the former Soviet Union. The post–Cold War world has been marked by the proliferation of hy- brid political regimes. In different ways, and to varying degrees, polities across much of Africa (Ghana, Kenya, Mozambique, Zambia, Zimbab- we), postcommunist Eurasia (Albania, Croatia, Russia, Serbia, Ukraine), Asia (Malaysia, Taiwan), and Latin America (Haiti, Mexico, Paraguay, Peru) combined democratic rules with authoritarian governance during the 1990s. Scholars often treated these regimes as incomplete or transi- tional forms of democracy. Yet in many cases these expectations (or hopes) proved overly optimistic. Particularly in Africa and the former Soviet Union, many regimes have either remained hybrid or moved in an authoritarian direction. It may therefore be time to stop thinking of these cases in terms of transitions to democracy and to begin thinking about the specific types of regimes they actually are. In recent years, many scholars have pointed to the importance of hybrid regimes. Indeed, recent academic writings have produced a vari- ety of labels for mixed cases, including not only “hybrid regime” but also “semidemocracy,” “virtual democracy,” “electoral democracy,” “pseudodemocracy,” “illiberal democracy,” “semi-authoritarianism,” “soft authoritarianism,” “electoral authoritarianism,” and Freedom House’s “Partly Free.”1 Yet much of this literature suffers from two important weaknesses.