What Is Democracy? Liberal Institutions and Stability in Changing Societies
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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. -
A Post-Communist Managerial State and Freedom of Religion Or Belief
FORUM 18 NEWS SERVICE, Oslo, Norway http://www.forum18.org/ The right to believe, to worship and witness The right to change one's belief or religion The right to join together and express one's belief This article was published by F18News on: 20 March 2012 CHINA: A post-Communist managerial state and freedom of religion or belief By Magda Hornemann, Forum 18 News Service <http://www.forum18.org> Violations of freedom of religion or belief in China have continued, yet religious communities of all kinds have been growing rapidly. The Chinese Communist Party's attitude toward religion - and so towards the fundamental human right of freedom of religion or belief - has reflected the views of Chinese political elites from the 19th century onwards that religion is "superstition" and a barrier to modernisation, Forum 18 News Service notes. This has led to a political approach that could be characterised as "managerial", which allows the state to retain the will and power to control religious communities. The managerial approach in today's China is more practical and flexible than the ideologically-oriented approach of the Cultural Revolution. It leaves room for religious believers and communities to manoeuvre and even grow. Indeed, there is evidence of influences from religious believers among Communist Party officials. The long-term impact this may have on freedom of religion or belief and related human rights remains to be seen. But the future of religious freedom in China is not necessarily bleak. Violations of freedom of religion or belief in China have been widespread, persistent, and egregious. -
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. -
Analyses of Policy Texts in European Contexts
DOCUMENT RESUME ED 473 414 EA 032 244 AUTHOR Lindblad, Sverker, Ed.; Popkewitz, Thomas S., Ed. TITLE Public Discourses on Education Governance and Social Integration and Exclusion: Analyses of Policy Texts in European Contexts. Uppsala Reports on Education. REPORT NO No-36 ISBN ISBN-91-86744-98-4 ISSN ISSN-0348-3649 PUB DATE 2000-01-00 NOTE 268p.; For Report No. 35 in this series, see EA 032 243. AVAILABLE Department of Education, Uppsala University, Box 2109, SF-750 FROM 02 Uppsala, Sweden. Tel: +46-18-461-16-52; Fax: +46-18- 461 -16- 51; Web site: http://info.uu.se/fakta.nsf/sidor/uppsala.university.id5D.html. PUB TYPE Reports Research (143) EDRS PRICE EDRS Price MF01/PC11 Plus Postage. DESCRIPTORS Comparative Analysis; *Discourse Analysis; Educational Change; Elementary Secondary Education; Foreign Countries; *Governance; International Studies; *Policy Analysis; *Social Integration IDENTIFIERS *Europe; Globalization; Social Exclusion ABSTRACT This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5)"Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. -
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. -
The Restless Liberalism of Alexis De Tocqueville
FILOZOFIA ___________________________________________________________________________Roč. 72, 2017, č. 9 THE RESTLESS LIBERALISM OF ALEXIS DE TOCQUEVILLE JAKUB TLOLKA, London School of Economics and Political Science, London, UK TLOLKA, J.: The Restless Liberalism of Alexis de Tocqueville FILOZOFIA, 72, No. 9, 2017, pp. 736-747 This essay attempts to contextualise the purported novelty of Alexis de Tocqueville’s particular brand of liberalism. It regards the author not as an heir or precursor to any given political tradition, but rather as a compelled syncretist whose primary philosophical concern was the moral significance of the democratic age. It suggests that Tocqueville devised his ‘new political science’ with a keen view to the existential implications of modernity. In order to support that suggestion, the essay explores the genealogy of Tocqueville’s moral and political thought and draws a relation between his analysis of democracy and his personal experience of modernity. Keywords: A. de Tocqueville – Modernity – Liberalism – Inquiétude – Religion Introduction. Relatively few authors in the history of political thought have produced an intellectual legacy of such overarching resonance as Alexis de Tocqueville. Even fewer, perhaps, have so persistently eluded ordinary analytical and exegetical frameworks, presenting to each astute observer a face so nuanced as to preclude serious interpretive consensus. As writes Lakoff (Lakoff 1998), ‘disagreement over textual interpretation in the study of political thought is not uncommon’. However, ‘it usually arises around those who left writings of a patently divergent character’ (p. 437). When we thus consider the ‘extraordinarily coherent and consistent nature’ of Alexis de Tocqueville’s political philosophy, it appears somewhat odd that the academic consensus surrounding that author relates almost exclusively to the grandeur of his intellectual achievement (Lukacs 1959, 6). -
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. -
State Traditions in Institutional Reform
STATE TRADITIONS IN INSTITUTIONAL REFORM. A CASE STUDY OF FRENCH AND GERMAN TELEPHONE POLICY DEBATES FROM 1876 UNTIL 1997 Thesis submitted for the Ph.D. degree June 2004 London School of Economics and Political Science Government Department Marit Sjovaag Marino UMI Number: U194823 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disscrrlation Publishing UMI U194823 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 «y «Political anc Economic Science TKtS^S F 836/ Abstract This thesis tests the claim that national differences in sectoral state traditions diminish over time. The case study covers telephone policy debates in France and Germany in five time periods fi*om 1876 until 1997: the ‘consolidation phase’ (1876 - 1900); the 1920s; the post-Second World War years; the debates leading up to corporatisation in the 1980s; and the debates around opening for full competition in the 1990s. The analytical framework is founded in writings on state traditions and on the role of ideas and discourse in policymaking. The study’s object of investigation, ‘sectoral state traditions’, is developed to allow for comparison both longitudi nally within one country and cross-nationally. -
The Many Sides of John Stuart M I L L ' S Political and Ethical Thought Howard Brian Cohen a Thesis Submitted I N Conformity
The Many Sides of John Stuart Mill's Political and Ethical Thought Howard Brian Cohen A thesis submitted in conformity with the requirements for the degree of Doctorate Graduate Department of Political Science University of Toronto O Copyright by Howard Brian Cohen 2000 Acquisitions and Acquisitions et Bbliogmphïc Services services bibiiimphiques The author has granted a non- L'auteur a accordé une Iicence non exclusive licence allowïng the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distriiute or seil reproduire, prêter, distribuer ou copies of this thesis in microfonn, vendre des copies de cetté thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownefship of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. This study is an attempt to account for the presence of discordant themes within the political and ethical writings of John Stuart Mill. It is argued that no existing account has adequately addressed the question of what possible function can be ascribed to conflict and contradiction within Mill's system of thought. It is argued that conflict and contradiction, are built into the -
Book Review: Critical Theory and Authoritarian Populism, Edited by Jeremiah Morelock
tripleC 17(1): 101-110, 2019 http://www.triple-c.at Book review: Critical Theory and Authoritarian Populism, edited by Jeremiah Morelock Daniel Sullivan University of Arizona, Tucson, USA, [email protected], culturalexistential.lab.arizona.edu Abstract: Critical Theory and Authoritarian Populism (2018; University of Westminster Press), edited by Jeremiah Morelock, brings together the work of sociologists, political scientists, historians, and philosophers attempting to revitalise the empirical and theoretical work on antidemocratic trends of the early Frankfurt School, or Institute for Social Research. They do so in the analytic context of contemporary, globally observed ‘authoritarian populist’ movements, in which political (often right-wing) agitators pit a symbolically-constructed national ‘people’ against purported corrupt elites and minority scapegoat groups. The chapters cover wide ground and can be contrasted to some extent in terms of whether they frame the contemporary moment as highly similar to the era of the Great Depression and 1930s Fascism, or emphasise the unique nature of neoliberalism as a historical backdrop. Notable strengths of the volume include Morelock’s systematic introductory overview of early Frankfurt School work, as well as a thematic section on “Digital Authoritarianism” which resurrects the Institute’s tradition of propaganda content analysis for the social media era. Critical Theory and Authoritarian Populism offers a highly comprehensive picture of the current geopolitical nightmare and the conceptual tools for attacking it, and serves as a welcome corrective to several recent simplistic applications of the authoritarianism concept in popular science outlets. Keywords: critical theory, authoritarian populism, early Frankfurt School, Institute for Social Research, digital authoritarianism, propaganda 1. -
Political Legacy: John Locke and the American Government
POLITICAL LEGACY: JOHN LOCKE AND THE AMERICAN GOVERNMENT by MATTHEW MIYAMOTO A THESIS Presented to the Department of Political Science and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Science January 2016 An Abstract of the Thesis of Matthew Miyamoto for the degree of Bachelor of Science in the Department of Political Science to be taken January, 2016 Title: Political Legacy: John Locke and the American Government Professor Dan Tichenor John Locke, commonly known as the father of classical liberalism, has arguably influenced the United States government more than any other political philosopher in history. His political theories include the quintessential American ideals of a right to life, liberty, and property, as well as the notion that the government is legitimized through the consent of the governed. Locke's theories guided the founding fathers through the creation of the American government and form the political backbone upon which this nation was founded. His theories form the foundation of principal American documents such as the Declaration of Independence, the Constitution, and the Bill of Rights, and they permeate the speeches, writings, and letters of our founding fathers. Locke's ideas define our world so thoroughly that we take them axiomatically. Locke's ideas are our tradition. They are our right. This thesis seeks to understand John Locke's political philosophy and the role that he played in the creation of the United States government. .. 11 Acknowledgements I would like to thank Professor Dan Tichenor for helping me to fully examine this topic and guiding me through my research and writing. -
Athenian Democracy and Popular Tyranny
UC Berkeley UC Berkeley Previously Published Works Title Athenian democracy and popular tyranny Permalink https://escholarship.org/uc/item/4dj5x065 ISBN 9781107130401 Author Hoekstra, K Publication Date 2016-03-24 DOI 10.1017/CBO9781316418024.002 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Athenian Democracy and Popular Tyranny Kinch Hoekstra I An account of popular sovereignty that begins with the fifth century BCE may seem to be off to a false start.1 Foundational works in the history of political thought have taught us that the very notion of sovereignty, and thus of popular sovereignty, emerged from the particular historical circumstances of the early modern era. One might thus believe that fifth-century Greeks could not be discussing popular sovereignty some two thousand years before this concept’s emergence.2 Leading ancient historians and classicists have adopted this view, deeming ‘sovereignty’ a misleadingly anachronistic way of thinking about Athenian democracy in the classical period.3 For the concept of sovereignty seems 1 By agreement, my primary focus is on the fifth century BCE (esp. its second half) and Melissa Lane’s in her contribution is on the fourth. Earlier versions of this chapter were presented at Queen Mary, University of London (Popular Sovereignty Project); Stanford University (Workshop on Ethics and Politics, Ancient and Modern); and UCLA (a combined meeting of the Legal Theory Workshop and the Political Theory Workshop). I am grateful to the audiences on each of these occasions, and for comments from Mark Greenberg, Amanda Greene, Tim Hoekstra, Seth Jaffe, Kathryn Morgan, Seana Shiffrin, and Quentin Skinner.