How a Democracy Becomes an Aristocracy
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1 the TROUBLE with ARISTOCRACY Hans Van
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UCL Discovery 1 THE TROUBLE WITH ARISTOCRACY Hans van Wees and Nick Fisher ‘The history of aristocracies … is littered with self-serving myths which outsiders have been surprisingly willing to accept uncritically’, a recent study warns (Doyle 2010, xv). Our volume shows that ancient ‘aristocracies’ and their modern students are no exception. In antiquity, upper classes commonly claimed that they had inherited, or ought to have inherited, their status, privilege and power because their families excelled in personal virtues such as generosity, hospitality and military prowess while abstaining from ignoble ‘money-making’ pursuits such as commerce or manual labour. In modern scholarship, these claims are often translated into a belief that a hereditary ‘aristocratic’ class is identifiable at most times and places in the ancient world, whether or not it is in actually in power as an oligarchy, and that deep ideological divisions existed between ‘aristocratic values’ and the norms and ideals of lower or ‘middling’ classes. Such ancient claims and modern interpretations are pervasively questioned in this volume.1 We suggest that ‘aristocracy’ is only rarely a helpful concept for the analysis of political struggles and historical developments or of ideological divisions and contested discourses in literary and material cultures in the ancient world. Moreover, we argue that a serious study of these subjects requires close analysis of the nature of social inequality in any given time and place, rather than broad generalizations about aristocracies or indeed other elites and their putative ideologies. -
Aristocratic Identities in the Roman Senate from the Social War to the Flavian Dynasty
Aristocratic Identities in the Roman Senate From the Social War to the Flavian Dynasty By Jessica J. Stephens A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in the University of Michigan 2016 Doctoral Committee: Professor David Potter, chair Professor Bruce W. Frier Professor Richard Janko Professor Nicola Terrenato [Type text] [Type text] © Jessica J. Stephens 2016 Dedication To those of us who do not hesitate to take the long and winding road, who are stars in someone else’s sky, and who walk the hillside in the sweet summer sun. ii [Type text] [Type text] Acknowledgements I owe my deep gratitude to many people whose intellectual, emotional, and financial support made my journey possible. Without Dr. T., Eric, Jay, and Maryanne, my academic career would have never begun and I will forever be grateful for the opportunities they gave me. At Michigan, guidance in negotiating the administrative side of the PhD given by Kathleen and Michelle has been invaluable, and I have treasured the conversations I have had with them and Terre, Diana, and Molly about gardening and travelling. The network of gardeners at Project Grow has provided me with hundreds of hours of joy and a respite from the stress of the academy. I owe many thanks to my fellow graduate students, not only for attending the brown bags and Three Field Talks I gave that helped shape this project, but also for their astute feedback, wonderful camaraderie, and constant support over our many years together. Due particular recognition for reading chapters, lengthy discussions, office friendships, and hours of good company are the following: Michael McOsker, Karen Acton, Beth Platte, Trevor Kilgore, Patrick Parker, Anna Whittington, Gene Cassedy, Ryan Hughes, Ananda Burra, Tim Hart, Matt Naglak, Garrett Ryan, and Ellen Cole Lee. -
Trotsky and the Problem of Soviet Bureaucracy
TROTSKY AND THE PROBLEM OF SOVIET BUREAUCRACY by Thomas Marshall Twiss B.A., Mount Union College, 1971 M.A., University of Pittsburgh, 1972 M.S., Drexel University, 1997 Submitted to the Graduate Faculty of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2009 UNIVERSITY OF PITTSBURGH FACULTY OF ARTS AND SCIENCES This dissertation was presented by Thomas Marshall Twiss It was defended on April 16, 2009 and approved by William Chase, Professor, Department of History Ronald H. Linden, Professor, Department of Political Science Ilya Prizel, Professor, Department of Political Science Dissertation Advisor: Jonathan Harris, Professor, Department of Political Science ii Copyright © by Thomas Marshall Twiss 2009 iii TROTSKY AND THE PROBLEM OF SOVIET BUREAUCRACY Thomas Marshall Twiss, PhD University of Pittsburgh, 2009 In 1917 the Bolsheviks anticipated, on the basis of the Marxist classics, that the proletarian revolution would put an end to bureaucracy. However, soon after the revolution many within the Bolshevik Party, including Trotsky, were denouncing Soviet bureaucracy as a persistent problem. In fact, for Trotsky the problem of Soviet bureaucracy became the central political and theoretical issue that preoccupied him for the remainder of his life. This study examines the development of Leon Trotsky’s views on that subject from the first years after the Russian Revolution through the completion of his work The Revolution Betrayed in 1936. In his various writings over these years Trotsky expressed three main understandings of the nature of the problem: During the civil war and the first years of NEP he denounced inefficiency in the distribution of supplies to the Red Army and resources throughout the economy as a whole. -
The Intellectual Aristocracy of the German Nation
Dueling Students: Conflict, Masculinity, and Politics in German Universities, 1890-1914 Lisa Fetheringill Zwicker The University of Michigan Press, 2011 http://press.umich.edu/titleDetailDesc.do?id=2665215 Chapter 1 Students: The Intellectual Aristocracy of the German Nation In Germany, the academically educated, as a body, constitute a kind of intellectual aristocracy. Those that belong include theologians and teachers, judges and civil servants, doctors and engineers, in short all who through their courses at the universities have received entry into the learned or the leading professions. On the whole, the members of these professions make up a homogenous social stratum and acknowl- edge each other as socially equal on the basis of their academic education. —Friedrich Paulsen, Professor of Philosophy, Berlin1 Young, colorfully costumed men marching in parades, long lines of schol- ars in libraries assimilating the works of Germany’s cultural heroes, dash- ing fraternity men defending their honor with swords—these are a few of the images that the word student would call up in the imagination of many nineteenth-century Germans. The pageantry of student fraternities and grand university ceremonies allowed them a role in dramatic public events rivaled only by military parades. The life of full freedom, thought essential to the student experience, was a special period without requirements or du- ties. Such a life without daily obligations was allowed to almost no other group within German society, even small children. The noble pursuit of Bildung, a concept with connections both to personal development and to national culture, allowed many Germans to see students as the embodi- ment of the nation. -
Labor Force and Employment, 1800-1960
This PDF is a selection from an out-of-print volume from the National Bureau of Economic Research Volume Title: Output, Employment, and Productivity in the United States after 1800 Volume Author/Editor: Dorothy S. Brady, ed. Volume Publisher: NBER Volume ISBN: 0-870-14186-4 Volume URL: http://www.nber.org/books/brad66-1 Publication Date: 1966 Chapter Title: Labor Force and Employment, 1800–1960 Chapter Author: Stanley Lebergott Chapter URL: http://www.nber.org/chapters/c1567 Chapter pages in book: (p. 117 - 204) Labor Force and Employment, 1800—1960 STANLEY LEBERGOTT WESLEYAN UNIVERSITY I Historical Comparison of U.S. and U.K. Employment The full meaning of the employment trends shown in Tables 1 and 2 for this lengthy period can be understood best by reviewing the entire span of American history. So laudable an enterprise must be left to others. Here we seek only to consider a few obvious implications. In this section we make some contrasts with the concurrent employment changes in the United Kingdom—that colonial power once dominating this country, our competitor in third country markets, and perhaps our closest ally (Table 3). To do so we telescope our history into five periods. 1840—60 From the late 1830's, with Jackson's frigid treatment of joyous entre- preneurial expectations in banking, down to the eve of the Civil War, the United States decisively expanded its home market, while the United Kingdom extended its outward markets even more than those at home. The 60 per cent rise in U.S. farm employment was twice the rate of gain for the U.K. -
The Irony of Populism: the Republican Shift and the Inevitability of American Aristocracy
THE IRONY OF POPULISM: THE REPUBLICAN SHIFT AND THE INEVITABILITY OF AMERICAN ARISTOCRACY Zvi S. Rosen* I. INTRODUCTION Clause 1. The Senate of the United States shall be composed of two Senators from each State, elected by the people thereof, for six years; and each Senator shall have one vote. The electors in each State shall have the qualifications requisite for electors of the most numerous branch of the State legislatures.1 On April 8, 1913, the populist dream of true mass democracy came to pass with the ratification of the Seventeenth Amendment.2 The undemocratic Senate, relic of the attempt to produce a republican system of mixed government, had faded into the realm of historical trivia, to be replaced with the modern elected senate. From this point forward, all three forms of government contained within our mixed government would be popularly elected,3 and America had undergone its transformation from a democratic republic to a democracy with scattered bits of republicanism. However, this is not what actually happened. The republican system around which the Constitution is built withstood the modification of the Seventeenth Amendment, and the system of mixed government endures to this day. Rather, what the Seventeenth Amendment achieved was merely the diminution of the Senate.4 The aristocratic component of the government, which the Framers thought so important, found a new home in the federal judiciary, where it resides to this day. As the courts * Mr. Rosen is currently pursuing his LL.M. in Intellectual Property Law at the George Washington University. Prior to this the author completed his J.D. -
Roman History the LEGENDARY PERIOD of the KINGS (753
Roman History THE LEGENDARY PERIOD OF THE KINGS (753 - 510 B.C.) Rome was said to have been founded by Latin colonists from Alba Longa, a nearby city in ancient Latium. The legendary date of the founding was 753 B.C.; it was ascribed to Romulus and Remus, the twin sons of the daughter of the king of Alba Longa. Later legend carried the ancestry of the Romans back to the Trojans and their leader Aeneas, whose son Ascanius, or Iulus, was the founder and first king of Alba Longa. The tales concerning Romulus’s rule, notably the rape of the Sabine women and the war with the Sabines, point to an early infiltration of Sabine peoples or to a union of Latin and Sabine elements at the beginning. The three tribes that appear in the legend of Romulus as the parts of the new commonwealth suggest that Rome arose from the amalgamation of three stocks, thought to be Latin, Sabine, and Etruscan. The seven kings of the regal period begin with Romulus, from 753 to 715 B.C.; Lucius Tarquinius Superbus, from 534 to 510 B.C., the seventh and last king, whose tyrannical rule was overthrown when his son ravished Lucretia, the wife of a kinsman. Tarquinius was banished, and attempts by Etruscan or Latin cities to reinstate him on the throne at Rome were unavailing. Although the names, dates, and events of the regal period are considered as belonging to the realm of fiction and myth rather than to that of factual history, certain facts seem well attested: the existence of an early rule by kings; the growth of the city and its struggles with neighboring peoples; the conquest of Rome by Etruria and the establishment of a dynasty of Etruscan princes, symbolized by the rule of the Tarquins; the overthrow of this alien control; and the abolition of the kingship. -
Romans History W2
The Romans: History Worksheet 2A Name: _____________________________ Date: ____________________ Can you fill in this pyramid to show the social structure of ancient Rome? Choose one of Which of these these names for groups do you think each of the labels: The you would have liked most to have belonged to and why? • plebeians important • emperor man in the • senators empire. He has • slaves lots of power. He is called the • patricians _______________. • consuls These two people were chosen every year to run the empire. They were called ________________. This group of people were very important and helped to make the laws of Rome. They were called __________________. These people were the aristocracy of Rome. They were rich and came from noble families. They were called __________________. These people were the ordinary working people of ancient Rome. They were usually poor but they were able to vote. They were called __________________. These people were the poorest of ancient Rome. They had no rights and had to work constantly. They were called __________________. Copyright © PlanBee www.planbee.com The Romans: History Worksheet 2B Name: _____________________________ Date: ____________________ Can you describe the social position of each of these groups of people? Try to include Which of these details about: groups do you think you would have liked • what they did Emperor to have belonged to for their work and why? • whether or not they could vote • how much power they had Consuls Senators Patricians Plebeians Slaves Copyright © PlanBee www.planbee.com The Romans: History Worksheet 2C Name: _____________________________ Date: ____________________ Can you write a definition for each of these ancient Roman terms? Monarchy Republic Empire Emperor Senate Senator Consul Patrician Plebeian Slave Freedman Copyright © PlanBee www.planbee.com The Romans: History Information Sheet A How ancient Rome was organised Until 509 BC, Rome had been a monarchy. -
Slaves, Coloni, and Status Confusion in the Late Roman Empire
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council --Online Archive National Collegiate Honors Council Spring 2017 Slaves, Coloni, and Status Confusion in the Late Roman Empire Hannah Basta Georgia State University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/nchcjournal Part of the Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, and the Liberal Studies Commons Basta, Hannah, "Slaves, Coloni, and Status Confusion in the Late Roman Empire" (2017). Journal of the National Collegiate Honors Council --Online Archive. 558. https://digitalcommons.unl.edu/nchcjournal/558 This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Journal of the National Collegiate Honors Council --Online Archive by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Journal OF THE National Collegiate Honors Council PORTZ-PRIZE-WINNING ESSAY, 2016 Slaves, Coloni, and Status Confusion in the Late Roman Empire Hannah Basta Georgia State University INTRODUCTION rom the dawn of the Roman Empire, slavery played a major and essen- tial role in Roman society . While slavery never completely disappeared fromF ancient Roman society, its position in the Roman economy shifted at the beginning of the period called Late Antiquity (14 CE–500 CE) . At this time, the slave system of the Roman world adjusted to a new category of labor . Overall, the numbers of slaves declined, an event that historian Ramsey MacMullen, drawing from legal debates and legislation of the period, attri- butes to the accumulation of debt and poverty among Roman citizens in the third century CE . -
Unit 13 the Roman Empire
UNIT 13 THE ROMAN EMPIRE Structure 13.1 Introduction 13.2 The Roman Expansion 13.2.1 The First Phase 13.2.2 The Second Phase 13.3 Political Structure and Society 13.3.1 Social Orders and the Senate 13.3.2 Officials of the Republic 13.3.3 Struggle Between Patricians and Plebeians 13.3.4 The Assembly 13.3.5 Conflict of the Orders 13.3.6 Social Differentiation in Plebeians 13.4 Conflicts and Expansion 13.4.1 Professional Army and War Lords 13.4.2 Wars for Expansion 13.4.3 Struggle of War Lords with the Senate 13.5 Slavery 13.6 Summary 13.7 Exercises 13.1 INTRODUCTION You have read in Unit 12 that Alexander the Great created a vast, but shortlived empire, which was partitioned soon after his death. Following the end of the Persian empire, and with the disruption of the unity of Alexander’s Macedonian empire, a new political entity rose to prominence in the Mediterranean region. This was the Roman empire which became the largest and most enduring empire in antiquity. The nucleus of the empire lay in Italy and subsequently it encompassed the entire Mediterranean world. Roman expansion into the Mediterranean began soon after the break-up of the Macedonian empire. By this time the city of Rome in Italy had succeeded in bringing almost the entire Italian peninsula under its control. Rome was among the many settlements of Latin-speaking people in Italy. Latin forms part of the broad Indo-European group of languages. In the period after c. -
Download Eric Foner's Preliminary Report
-1- COLUMBIA AND SLAVERY: A PRELIMINARY REPORT Eric Foner Drawing on papers written by students in a seminar I directed in the spring of 2015 and another directed by Thai Jones in the spring of 2016, all of which will soon be posted in a new website, as well as my own research and relevant secondary sources, this report summarizes Columbia’s connections with slavery and with antislavery movements from the founding of King’s College to the end of the Civil War. Significant gaps remain in our knowledge, and investigations into the subject, as well as into the racial history of the university after 1865, will continue. -2- 1. King’s College and Slavery The fifth college founded in Britain’s North American colonies, King’s College, Columbia’s direct predecessor, opened its doors in July 1754 on a beautiful site in downtown New York City with a view of New York harbor, New Jersey, and Long Island. Not far away, at Wall and Pearl Streets, stood the municipal slave market. But more than geographic proximity linked King’s with slavery. One small indication of the connection appeared in the May 12, 1755 issue of the New-York Post-Boy or Weekly Gazette. The newspaper published an account of the swearing-in ceremony for the college governors, who took oaths of allegiance to the crown administered by Daniel Horsmanden, a justice of the colony’s Supreme Court. The same page carried an advertisement for the sale of “two likely Negro Boys and a Girl,” at a shop opposite Beekman’s Slip, a wharf at present-day Fulton Street. -
Occupational Choice and the Spirit of Capitalism Matthias Doepke and Fabrizio Zilibotti the Question
Occupational Choice and the Spirit of Capitalism Matthias Doepke and Fabrizio Zilibotti The Question: • Before the industrial revolution in Britain, enormous concentration of wealth within a small elite. • Theories of inequality and development would suggest that wealthy and educated elite should be well-placed to profit from new, investment-based technologies. • But in fact, industrialists rose from the middle class, and ultimately replaced the aristocracy as the economically dominant group. • What explains the changing fates of different social classes after the industrial revolution? Are Cultural Aspects Important? • Marx: economic relationships are the “base of society.” Culture and ideology merely reflects the material inter- ests of the class in control of the means of production. • Weber: culture and religion are key driving forces of the process of industrialization in the nineteenth century. • Both Marx and Weber: a one-way relationship, albeit in opposite directions. • This paper: the link runs both ways. Material conditions shape values (and their family transmission), but also values influence economic behavior (occupation, labor supply and investments). Our Approach: • Theory of endogenous preference formation. • Parents influence their children’s leisure and time preferences. • Preference formation interacts with occupational choice and labor supply decisions. • Analyze how incentives for preference formation vary across social classes. Key Findings: • Choice complementarity between: • Patience and steep income profiles. • Leisure taste and unearned income. • Endogenous sorting and stratification. • Pre-industrial upper class develops high leisure preference, but little patience. • After industrial revolution, the patient middle class overtakes the upper class (but ultimately turns lazy). Related Literature: • Becker and Mulligan (1997): Agents invest in their own patience.