Gandhi's Challenge to Western Discourses of Power
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THE UNDERSIDE of MODERNITY: ADORNO, HEIDEGGER, and DUSSEL Fred Dallmayr University of Notre Dame
THE UNDERSIDE OF MODERNITY: ADORNO, HEIDEGGER, AND DUSSEL Fred Dallmayr University of Notre Dame Theories or ideas, no matter how lofty, are not immune from historical circumstance: the latter often discloses what otherwise is left unsaid. Far from being an assortment of random data, history from this angle remains a great taskmaster—by teaching us about the complex ambivalences and unintended consequences of rational designs. The ideas of “modernity” and “enlightenment” are a prominent case in point. No one can doubt the loftiness and even intrinsic nobility of these labels. Basically, modernity (as understood in the West) was meant to inaugurate a new age of human freedom and self-determination, as contrasted with previous eras marked by political, clerical, and intellectual tutelage. In turn, enlightenment—in Kant’s memorable phrase—was meant to awaken humankind from the “slumber of self-induced immaturity” and ignorance, thereby paving the way for the undiluted reign of scientific knowledge and moral self-legislation. As history teachers, these and related ideas did indeed generate some of the desired results—but often in unforeseen ways and straddled with dubious or less noble implications. Like a deep shadow, these implications accompanied from the beginning the modern spreading of “light.” At the very onset of the new age, Francis Bacon proclaimed the equation of knowledge with power—thereby vindicating the prospect of human mastery over nature (as well as over less knowledgeable people). In the domain of politics and ethics, the modern maxim of freedom exacerbated a formula which Aristotle already had used against non-Greeks: “meet it is that barbarous peoples should be governed by the Greeks.”1 The merits and demerits of modernity have been widely discussed in recent decades from a variety of angles (anti-modern, modernist, postmodern)—but often in a purely academic vein. -
Jürgen Habermas and the Third Reich Max Schiller Claremont Mckenna College
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2012 Jürgen Habermas and the Third Reich Max Schiller Claremont McKenna College Recommended Citation Schiller, Max, "Jürgen Habermas and the Third Reich" (2012). CMC Senior Theses. Paper 358. http://scholarship.claremont.edu/cmc_theses/358 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Introduction The formation and subsequent actions of the Nazi government left a devastating and indelible impact on Europe and the world. In the midst of general technological and social progress that has occurred in Europe since the Enlightenment, the Nazis represent one of the greatest social regressions that has occurred in the modern world. Despite the development of a generally more humanitarian and socially progressive conditions in the western world over the past several hundred years, the Nazis instigated one of the most diabolic and genocidal programs known to man. And they did so using modern technologies in an expression of what historian Jeffrey Herf calls “reactionary modernism.” The idea, according to Herf is that, “Before and after the Nazi seizure of power, an important current within conservative and subsequently Nazi ideology was a reconciliation between the antimodernist, romantic, and irrantionalist ideas present in German nationalism and the most obvious manifestation of means ...modern technology.” 1 Nazi crimes were so extreme and barbaric precisely because they incorporated modern technologies into a process that violated modern ethical standards. Nazi crimes in the context of contemporary notions of ethics are almost inconceivable. -
Studies / Studien
Studies / Studien Review paper UDC 177(045)Young, I. doi: 10.21464/sp32109 Received: November 19th, 2015 Marita Brčić Kuljiš University of Split, Faculty of Humanities and Social Sciences, Sinjska 2, HR–21000 Split [email protected] Civil Society, Public Sphere, and Justice in the Philosophy of Iris Marion Young Abstract Iris Marion Young accepts the concepts of the private and the public, but denies the social division between public and private spheres, each with different kinds of institutions, activi- ties, and human attributes. Young defines “private” as that aspect of a person’s life and activity that he or she has a right to exclude others from. The private in this sense is not what public institutions exclude, but what the individual chooses to withdraw from public view. According to Young the public in a democratic society is heterogeneous. “Indeed, in open and accessible public spaces and forums, they should expect to encounter and hear from those who are different, whose social perspectives, experience, and affiliations are differ- ent.” An important characteristic of a developed democratic society is a developed civil society. Civil society is voluntary associational life that is distinguished from the state and economy, and helps with the transfer of private problems to the public agenda. They are voluntary, in the sense that they are neither mandated nor run by state institutions, but spring from the everyday lives and activities of the communities of interest. Distinguish- ing voluntary associational life from economy as well as state helps refine the role of civil society in promoting social justice. -
What Is Democratic Theory?
What Is Democratic Theory? Rikki Dean, Jean-Paul Gagnon, and Hans Asenbaum What is democratic theory? The question is surprisingly infrequently posed. Indeed, the last time this precise question appears in the academic archive was exactly forty years ago,1 in James Alfred Pennock’s (1979) book Democratic Political Theory.2 This is an odd discursive silence not observable in other closely aligned fields of thought such as political theory,3 po- litical science,4 social theory,5 philosophy,6 economic theory,7 and public policy/administration8 – each of which have asked the “what is” question of themselves on regular occasion. The premise of this special issue is, therefore, to pose the question anew and break this forty-year silence. Answering this question turns out to be rather more difficult than posing it. Pennock (1979: xvii) does not answer the question himself; he leaves that labor to posterity, only stating that “the phrase [democratic theory] is often used as though it stood for a clearly demarcated and agreed upon body of doctrine; but that is far from the case. Even the question of what topics it should include is the subject of wide disagree- ment.” Perhaps the only thing democratic theorists could agree about democratic theory is that it is diverse, even inchoate in nature. Robert Dahl (1956: 1), for example, famously argued that “there is no democratic theory – there are only democratic theories.” There are, too, a litany of rival claims, now mostly historical, to the heart of democracy, and more than twenty-two hundred adjectival descriptors of democracy have so far been documented (Gagnon 2018). -
Fostering Global Security: Nonviolent Resistance and US Foreign Policy
University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 1-1-2010 Fostering Global Security: Nonviolent Resistance and US Foreign Policy Amentahru Wahlrab University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Communication Commons, and the International Relations Commons Recommended Citation Wahlrab, Amentahru, "Fostering Global Security: Nonviolent Resistance and US Foreign Policy" (2010). Electronic Theses and Dissertations. 680. https://digitalcommons.du.edu/etd/680 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. Fostering Global Security: Nonviolent Resistance and US Foreign Policy _____________ A Dissertation presented to The Faculty of the Joseph Korbel School of International Studies University of Denver _____________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________ By Amentahru Wahlrab November 2010 Advisor: Jack Donnelly © Copyright by Amentahru Wahlrab, 2010 All Rights Reserved Author: Amentahru Wahlrab Title: Fostering Global Security: Nonviolent Resistance and US Foreign Policy Advisor: Jack Donnelly Degree Date: November 2010 ABSTRACT This dissertation comprehensively evaluates, for the first time, nonviolence and its relationship to International Relations (IR) theory and US foreign policy along the categories of principled, strategic, and regulative nonviolence. The current debate within nonviolence studies is between principled and strategic nonviolence as relevant categories for theorizing nonviolent resistance. Principled nonviolence, while retaining the primacy of ethics, is often not practical. -
NON-VIOLENCE NEWS February 2016 Issue 2.5 ISSN: 2202-9648
NON-VIOLENCE NEWS February 2016 Issue 2.5 ISSN: 2202-9648 Nonviolence Centre Australia dedicates 30th January, Martyrs’ Day to all those Martyrs who were sacrificed for their just causes. I have nothing new to teach the world. Truth and Non-violence are as old as the hills. All I have done is to try experiments in both on as vast a scale as I could. -Mahatma Gandhi February 2016 | Non-Violence News | 1 Mahatma Gandhi’s 5 Teachings to bring about World Peace “If humanity is to progress, Gandhi is inescapable. He lived, with lies within our hearts — a force of love and thought, acted and inspired by the vision of humanity evolving tolerance for all. Throughout his life, Mahatma toward a world of peace and harmony.” - Dr. Martin Luther Gandhi fought against the power of force during King, Jr. the heyday of British rein over the world. He transformed the minds of millions, including my Have you ever dreamed about a joyful world with father, to fight against injustice with peaceful means peace and prosperity for all Mankind – a world in and non-violence. His message was as transparent which we respect and love each other despite the to his enemy as it was to his followers. He believed differences in our culture, religion and way of life? that, if we fight for the cause of humanity and greater justice, it should include even those who I often feel helpless when I see the world in turmoil, do not conform to our cause. History attests to a result of the differences between our ideals. -
HISTORY 174F Gandhi and the Making of Modern India UCLA, Spring 2016: Tue & Thurs, 11-12:15, Dodd 161
HISTORY 174F Gandhi and the Making of Modern India UCLA, Spring 2016: Tue & Thurs, 11-12:15, Dodd 161 Instructor: Vinay Lal Office: Bunche 5240; tel: 310.825.8276; e-mail: [email protected] Office Hours: Tuesdays, 1-3:30 PM, and by appointment History Department: Bunche 6265; tel: 310.825.4601 Course Website: https://moodle2.sscnet.ucla.edu/course/view/16S-HIST174F-1 Instructor’s Web Site [MANAS]: http://www.sscnet.ucla.edu/southasia Instructor’s Personal Academic Site: http://www.vinaylal.com Instructor’s Blog: https://vinaylal.wordpress.com/ This course will examine the life and ideas of Mohandas Karamchand (‘Mahatma’) Gandhi (1869-1948), most renowned as the ‘prophet of nonviolence’ and the architect of the Indian independence movement, though in the concluding portion of the course we will also consider some of the various ways in which his presence is experienced in India today and the controversies surrounding his achievements and ‘legacy’. Gandhi was a great deal more than a nonviolent activist and political leader: he was a spiritual thinker, social reformer, critic of modernity and industrial civilization, interpreter of Indian civilization, a staunch supporter of Indian syncretism, a major figure in Indian journalism, and a forerunner, not only in India, of the many of the great social and ecological movements of our times. After the first three weeks, we will only partly follow the chronological framework within which the biographies of Gandhi have been constructed, and around which a great deal of the scholarship still revolves, and more so when we need to understand how Gandhi’s thoughts on a particular subject evolved over time. -
Mao and Gandhi Alternate Paths to National Independence and Social Change
Mao and Gandhi Alternate Paths to National Independence and Social Change A Unit of Study for Grades 9–12 DONALD JAMES JOHNSON JEAN ELLIOTT JOHNSON National Center for History in the Schools University of California, Los Angeles andandand The Asia Society Mao and Gandhi Alternate Paths to National Independence and Social Change A Unit of Study for Grades 9–12 DONALD JAMES JOHNSON JEAN ELLIOTT JOHNSON National Center for History in the Schools University of California, Los Angeles andandand The Asia Society TABLE O CONTENTS Introduction Approach and Rationale . 1 Content and Organization . 1 Teacher Background Materials I. Unit Overview . 2 II. Unit Context . 3 III. Correlation to the National Standards for World History . 3 IV. Unit Objectives . 3 V. Lesson Plans . 4 VI. Time Line . 5 Dramatic Moments . 7 Lessons Lesson I: Mao’s and Gandhi’s Attitudes toward Violence . 9 Lesson II: Applying Mao’s and Gandhi’s Attitudes toward Violence as a Means of Effecting Social Change . 19 Lesson III: The Long March and the Salt March . 30 Lesson IV: A Comparison of Mao’s and Gandhi’s Approaches to Development . 41 Lesson V: Mao’s and Gandhi’s Views on The Distribution of Wealth and their Attitudes toward the Rich . 49 Lesson VI: Application of Gandhi’s and Mao’s Approaches to Reform . 55 Lesson VII: Speaking with Images . 63 Glossary . 80 Bibliography . 82 TEACHER’S BACKGROUND I. UNIT OVERVIEW mong the giants of the twentieth century, Mao Zedong (1893–1978) and Mohandas Gandhi A (1869–1948), stand out as exemplars of contrasting philosophies of nationalism, eco- nomic development and especially the place of violence in modern political life. -
Political Theory
Political Theory Themes for Comprehensive Examinations: 2019-20 The first theme, comprised of core works in the history of political thought, is required for all students being examined in the field of political theory. Students majoring in the field are responsible for four additional themes; students offering political theory as a minor field are responsible for two additional themes. N.B. : The theme bibliographies listed here are advisory only (except in the case of the “core” theme); they do not constitute necessary and sufficient lists of the works for which students will be held responsible. A written contract regarding the parameters and bibliography for each theme must be worked out by the student and relevant faculty. Examination format: Questions may integrate material from more than one theme prepared by the student, or may be specific to one theme. Students majoring in the field will answer three out of five questions, of which at least one question will involve material from the core theme. Students minoring in the field will answer two out of three questions. Theme 1: History of Political Thought (Required) For example: Socrates, “Apology” and “Crito” Plato, Republic Aristotle, Politics Augustine, City of God Aquinas, The Political Writings of St. Thomas Aquinas (Bigongiari, ed.) Machiavelli, Prince and Discourses Hobbes, Leviathan Locke, Second Treatise of Government Rousseau, Social Contract Marx, On the Jewish Question; Economic and Political Manuscripts of 1844; Communist Manifesto; Wage Labour and Capital; Critique of the Gotha Program Mill, On Liberty Nietzsche, On the Genealogy of Morals Arendt, The Human Condition Foucault, The History of Sexuality, vol. -
Multicultural Cosmopolitanism Remarks on the Idea of Universal History
Multicultural Cosmopolitanism Remarks on the Idea of Universal History From the time of our first communication, some thirty years ago, Fred Dallmayr and I have never ceased to disagree about key foundational issues in social and political theory. Our disagreements are not haphazard but consistent; they might be characterized roughly as stemming from the differences between his brand of hermeneutics and my brand of critical theory, or between his sources of inspiration in Hegel and Heidegger and my own in Kant and Habermas. But they are also “reasonable disagreements” that allow for considerable “overlapping consensus” on both methodological and substantive issues. Thus we overlapped sufficiently on questions concerning the role of interpretive understanding in social inquiry to co-edit an anthology on that topic very early on.1 And I want to suggest here that we now overlap sufficiently on the idea of multicultural cosmopolitanism to make our ongoing conversation continually fruitful despite the persistent differences in our “comprehensive doctrines.” Those differences do entail, however, that we follow widely diverging paths before arriving in the same region of the political-theoretical world. And they likely also mean that we are relying on different maps of this region and of the roads leading beyond it as well. But I shall confine my remarks here to charting an alternative route to the sort of global and plural democracy that Dallmayr has set out in a series of recent works.2 It is a route that leads from Kant’s idea for a universal history from a cosmopolitan point of view, through Habermas’s conceptions of social evolution and a postnational constellation, to a sketch of multicultural cosmopolitanism that bears strong affinities to Dallmayr’s vision of “our world.” I Though the genre of universal history to which Kant gave exemplary expression was deeply implicated in colonial domination and exploitation, it cannot simply be discarded in favor of genealogical or other broadly deconstructive modes of historical ©Thomas A. -
12.2 Gandhi on Violence, Conflict and Conflict Resolution
UNIT 9 FASTING Structure 9.1 Introduction Aims and Objectives 9.2 Fasting: Meaning and Purpose 9.3 Gandhi on Fasting 9.4 Fasting for Conflict Resolution 9.5 Gandhi’s Epic Fasts 9.6 Summary 9.7 Terminal Questions Suggested Readings 9.1 INTRODUCTION My religion teaches me that, wherever there is distress which one can not remove, one must fast and pray. I believe that there is no prayer without fasting, and there is no real fast without prayer. Mahatma Gandhi ‘Gandhiji’s own life was a unique record of research in the technique of fasting. When he found any sort of ill-will copping up in himself, a fast took the feeling away and transformed it into love. Gandhiji’s fasts were meant for self-purification or arousing the consciousness of people for justice’ (Kapoor and Gupta, p.98). Gandhi himself acknowledged many a time that his thoughts and methods have roots in traditional elements and religious sources. Fasting is one such method, which he evolved into a method of Satyagraha. It was a moral weapon which he considered as effective to counter violence and which can be used as a strategy to make the opponent begin the work on the resolution of a problem. It is a method of self-suffering and self-purification that has to be adopted to work effectively towards conflict resolution. Aims and Objectives After reading this Unit, you would be able to understand The meaning and importance of fasting Fasting as a method of conflict resolution Gandhi’s insistence on fasting as a means of self-purification 9.2 FASTING: MEANING AND PURPOSE Fasting has a great religious significance. -
Unit 16 Challenges Ahead: the Gandhian Alternative
UNIT 16 CHALLENGES AHEAD: THE GANDHIAN ALTERNATIVE Structure 16.1 Introduction Aims and Objectives 16.2 Violence and Terrorism 16.3 Uneven Development 16.4 Erosion of Democratic Norms 16.5 Social Divide 16.6 Gender Inequality 16.7 Summary 16.8 Terminal Questions Suggested Readings 16.1 INTRODUCTION The world has changed drastically and dramatically since Mahatma Gandhi breathed his last. The political map of the world has changed; the economic stage has witnessed unleashing of new forces, the social structures too have yielded to changes. Contemporary times are facing unprecedented challenges. It is at this juncture that a re-look in Gandhi’s ideas and work is essential to guide us. Gandhi had to face many trials, tribulations and challenges in his eventful life. His quest for Truth by the means of non-violence steered him clear of all the obstacles. The moral issues he raised are still fundamental; and the questions he posed for social, economic and political justice still remain of crucial importance. Aims and Objectives This Unit would help you to understand The impact of Gandhi’s ideas, The nature of the challenges ahead, and Find possible ways to deal with them in the context of Gandhian perspective. 16.2 VIOLENCE AND TERRORISM The results of the conflicts today cross geographical boundaries of the nations and affect the countries across the world. The world has suffered in the last century the ravage and destruction consequent to two world wars and many civil wars. Hunger for power, dogmatic ideologies and skewed political views often stimulate violence.