DEMOPOLIS Democracy Before Liberalism in Theory and Practice
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Colony and Empire, Colonialism and Imperialism: a Meaningful Distinction?
Comparative Studies in Society and History 2021;63(2):280–309. 0010-4175/21 © The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for the Comparative Study of Society and History doi:10.1017/S0010417521000050 Colony and Empire, Colonialism and Imperialism: A Meaningful Distinction? KRISHAN KUMAR University of Virginia, Charlottesville, VA, USA It is a mistaken notion that planting of colonies and extending of Empire are necessarily one and the same thing. ———Major John Cartwright, Ten Letters to the Public Advertiser, 20 March–14 April 1774 (in Koebner 1961: 200). There are two ways to conquer a country; the first is to subordinate the inhabitants and govern them directly or indirectly.… The second is to replace the former inhabitants with the conquering race. ———Alexis de Tocqueville (2001[1841]: 61). One can instinctively think of neo-colonialism but there is no such thing as neo-settler colonialism. ———Lorenzo Veracini (2010: 100). WHAT’ S IN A NAME? It is rare in popular usage to distinguish between imperialism and colonialism. They are treated for most intents and purposes as synonyms. The same is true of many scholarly accounts, which move freely between imperialism and colonialism without apparently feeling any discomfort or need to explain themselves. So, for instance, Dane Kennedy defines colonialism as “the imposition by foreign power of direct rule over another people” (2016: 1), which for most people would do very well as a definition of empire, or imperialism. Moreover, he comments that “decolonization did not necessarily Acknowledgments: This paper is a much-revised version of a presentation given many years ago at a seminar on empires organized by Patricia Crone, at the Institute for Advanced Study, Princeton. -
The Tradition of Ancient Greek Democracy and Its Importance for Modem Democracy
DEMOCRAC AHMOKPATI The Tradition of Ancient Greek Democracy and its Importance for Modern Democracy Mogens Herman Hansen The Tradition of Ancient Greek Democracy and its Importance for Modem Democracy B y M ogens H erman H ansen Historisk-filosofiske Meddelelser 93 Det Kongelige Danske Videnskabernes Selskab The Royal Danish Academy of Sciences and Letters Copenhagen 2005 Abstract The two studies printed here investigate to what extent there is a con nection between ancient and modem democracy. The first study treats the tradition of ancient Greek democracy, especially the tradition of Athenian democracy from ca. 1750 to the present day. It is argued that in ideology there is a remarkable resemblance between the Athenian democracy in the Classical period and the modem liberal democracy in the 19th and 20th centuries. On the other hand no direct tradition con nects modem liberal democracy with its ancient ancestor. Not one single Athenian institution has been copied by a modem democracy, and it is only from ca. 1850 onwards that the ideals cherished by the Athenian democrats were referred to approvingly by modem cham pions of democracy. It is in fact the IT technology and its potential for a return to a more direct form of democracy which has given rise to a hitherto unmatched interest in the Athenian democratic institutions. This is the topic of the second study in which it is argued that the focus of the contemporary interest is on the Athenian system of sortition and rotation rather than on the popular assembly. Contents The Tradition of Democracy from Antiquity to the Present Time ................................................................. -
Enacting Democracy: Deliberation, Agonism, and the Empty Place of Political Action
Enacting democracy: Deliberation, agonism, and the empty place of political action Erin Pineda1 Department of Political Science, Yale University [email protected] Abstract Despite the celebrated place of political action – and in particular, the kinds of contentious collective action characterized by protest – in the history of modern democracy, it is notably absent in recent deliberative and agonist theorizing. In the midst of a debate centered on the dynamics of conflict, consensus, disagreement, diversity, and popular sovereignty in a democracy, a curiously empty place has opened up between the two sides: while the political action of social movements and collectivities operates as an important referent for both deliberative democrats and their agonist critics, both have tended to stop short of theorizing the ways social movements act to provoke, promote, and protest particular forms and modes of our shared public and democratic life. This paper argues that contentious, collective political action, though involving both deliberative and agonistic elements, is not well-captured by either theory. A better understanding of the dynamics of political action -- both descriptively and normatively -- is crucial to any understanding of the kinds of social and democratic changes valued by both deliberative democrats and agonists. Introduction In some ways, the most potent image of the history of democracy is that of the people, filling the streets or the public square, engaged in the contentious, collective act of protest. From a bloody, revolutionary baptism at the Bastille to more recent events – revolutionary, reformist, or somewhere in between – in Tahrir Square, Gezi Park, and dozens of “Occupy” sites across the U.S., the particular forms of political action undertaken by citizens in assembly, organized dissent, and collective demonstration have proven a vital part not only of foundings (and re-foundings), but have served as incomparable mechanisms for the maintenance, reform, revitalization, disruption and transformation of political practices and institutions. -
Possibilities: Essays on Hierarchy, Rebellion, and Desire by David Graeber
POSSIBILITIES Essays on Hierarchy, Rebellion, and Desire POSSIBILITIES Essays on Hierarchy, Rebellion, and Desire David Graeber Possibilities: Essays on Hierarchy, Rebellion, and Desire by David Graeber ISBN 978-1904859-66-6 Library of Congress Number: 2007928387 ©2007 David Graeber This edition © 2007 AK Press Cover Design: John Yates Layout: C. Weigl & Z. Blue Proofreader: David Brazil AK Press 674-A 23rd Street Oakland, CA 94612 www.akpress.org akpress @akpress.org 510.208.1700 AK Press U.K. PO Box 12766 Edinburgh EH8 9YE www.akuk.com [email protected] 0131.555.5165 Printed in Canada on 100% recycled, acid-free paper by union labor. TABLE OF CONTENTS In tro d u c tio n ....................................................................................................................... 1 PART I: SOME THOUGHTS ON THE ORIGINS OF OUR CURRENT PREDICAMENT 1 Manners, Deference, and Private Property: Or, Elements for a General Theory of Hierarchy................................................................................................... 13 2 The Very Idea of Consumption: Desire, Phantasms, and the Aesthetics of Destruction from Medieval Times to the Present...............................................57 3 Turning Modes of Production Inside-Out: Or, Why Capitalism Is a Transformation of Slavery (short version).......................................................... 85 4 Fetishism as Social Creativity: Or, Fetishes Are Gods in the Process of C onstruction.................................................................................................................113 -
Social Studies Grade 7 Week of 4-6-20 1. Log Onto Clever with Your
Social Studies Grade 7 Week of 4-6-20 1. Log onto Clever with your BPS username and password. 2. Log into Newsela 3. Copy and paste this link into your browser: https://newsela.com/subject/other/2000220316 4. Complete the readings and assignments listed. If you can’t access the articles through Newsela, they are saved as PDFs under the Grade 7 Social Studies folder on the BPSMA Learning Resources Site. They are: • Democracy: A New Idea in Ancient Greece • Ancient Greece: Democracy is Born • Green Influence on U.S. Demoracy Complete the following: Directions: Read the three articles in the text set. Remember, you can change the reading level to what is most comfortable for you. While reading, use the following protocols: Handling changes in your life is an important skill to gain, especially during these times. Use the following supports to help get the most out of these texts. Highlight in PINK any words in the text you do not understand. Highlight in BLUE anything that you have a question about. Write an annotation to ask your question. (You can highlight right in the article. Click on the word or text with your mouse. Once you let go of the mouse, the highlight/annotation box will appear on your right. You can choose the color of the highlight and write a note or question in the annotation box). Pre-Reading Activity: KWL: Complete the KWL Chart to keep your information organized. You may use the one below or create your own on a piece of paper. https://drive.google.com/file/d/1OUDVcJA6hjcteIhpA0f5ssvk28WNBhlK/view Post-Reading Activity: After reading the articles, complete a Venn diagram to compare and contrast the democracy of Ancient Greece and the United States. -
The Impacts of Technological Invention on Economic Growth – a Review of the Literature Andrew Reamer1 February 28, 2014
THE GEORGE WASHINGTON INSTITUTE OF PUBLIC POLICY The Impacts of Technological Invention on Economic Growth – A Review of the Literature Andrew Reamer1 February 28, 2014 I. Introduction In their recently published book, The Second Machine Age, Erik Brynjolfsson and Andrew McAfee rely on economist Paul Krugman to explain the connection between invention and growth: Paul Krugman speaks for many, if not most, economists when he says, “Productivity isn’t everything, but in the long run it’s almost everything.” Why? Because, he explains, “A country’s ability to improve its standard of living over time depends almost entirely on its ability to raise its output per worker”—in other words, the number of hours of labor it takes to produce everything, from automobiles to zippers, that we produce. Most countries don’t have extensive mineral wealth or oil reserves, and thus can’t get rich by exporting them. So the only viable way for societies to become wealthier—to improve the standard of living available to its people—is for their companies and workers to keep getting more output from the same number of inputs, in other words more goods and services from the same number of people. Innovation is how this productivity growth happens.2 For decades, economists and economic historians have sought to improve their understanding of the role of technological invention in economic growth. As in many fields of inventive endeavor, their efforts required time to develop and mature. In the last five years, these efforts have reached a point where they are generating robust, substantive, and intellectually interesting findings, to the benefit of those interested in promoting growth-enhancing invention in the U.S. -
Measuring Polyarchy Across the Globe, 1900–2017
St Comp Int Dev https://doi.org/10.1007/s12116-018-9268-z Measuring Polyarchy Across the Globe, 1900–2017 Jan Teorell1 & Michael Coppedge2 & Staffan Lindberg3 & Svend-Erik Skaaning 4 # The Author(s) 2018 Abstract This paper presents a new measure polyarchy for a global sample of 182 countries from 1900 to 2017 based on the Varieties of Democracy (V-Dem) data, deriving from an expert survey of more than 3000 country experts from around the world, with on average 5 experts rating each indicator. By measuring the five compo- nents of Elected Officials, Clean Elections, Associational Autonomy, Inclusive Citi- zenship, and Freedom of Expression and Alternative Sources of Information separately, we anchor this new index directly in Dahl’s(1971) extremely influential theoretical framework. The paper describes how the five polyarchy components were measured and provides the rationale for how to aggregate them to the polyarchy scale. We find Previous versions of this paper were presented at the APSA Annual Meeting in Washington, DC, August 28- 31, 2014, at the Carlos III-Juan March Institute of Social Sciences, Madrid, November 28, 2014, and at the European University Institute, Fiesole, January 20, 2016. Any remaining omissions are the sole responsibility of the authors. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s12116-018- 9268-z) contains supplementary material, which is available to authorized users. * Jan Teorell [email protected] Michael Coppedge [email protected] Staffan Lindberg [email protected] -
Habermas: Testing the Political Estelle Ferrarese
Habermas: Testing the Political Estelle Ferrarese To cite this version: Estelle Ferrarese. Habermas: Testing the Political. Thesis Eleven, SAGE Publications, 2015. halshs- 01251486 HAL Id: halshs-01251486 https://halshs.archives-ouvertes.fr/halshs-01251486 Submitted on 16 Jan 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. Page Proof Instructions and Queries Journal Title: THE Article Number: 602176 No. Query Please confirm that all author information, including names, affiliations, sequence, and contact details, is correct. Please review the entire document for typographical errors, mathematical errors, and any other necessary corrections; check headings, tables, and figures. Please ensure that you have obtained and enclosed all necessary permissions for the reproduction of artistic works, (e.g. illustrations, photographs, charts, maps, other visual material, etc.) not owned by yourself. Please refer to your publishing agreement for further information. Please note that this proof represents your final opportunity to review your article prior -
The Classicism of Hugh Trevor-Roper
1 THE CLASSICISM OF HUGH TREVOR-ROPER S. J. V. Malloch* University of Nottingham, U.K. Abstract Hugh Trevor-Roper was educated as a classicist until he transferred to history, in which he made his reputation, after two years at Oxford. His schooling engendered in him a classicism which was characterised by a love of classical literature and style, but rested on a repudiation of the philological tradition in classical studies. This reaction helps to explain his change of intellectual career; his classicism, however, endured: it influenced his mature conception of the practice of historical studies, and can be traced throughout his life. This essay explores a neglected aspect of Trevor- Roper’s intellectual biography through his ‘Apologia transfugae’ (1973), which explains his rationale for abandoning classics, and published and unpublished writings attesting to his classicism, especially his first publication ‘Homer unmasked!’ (1936) and his wartime notebooks. I When the young Hugh Trevor-Roper expressed a preference for specialising in mathematics in the sixth form at Charterhouse, Frank Fletcher, the headmaster, told him curtly that ‘clever boys read classics’.1 The passion that he had already developed for Homer in the under sixth form spread to other Greek and Roman authors. In his final year at school he won two classical prizes and a scholarship that took him in 1932 to Christ Church, Oxford, to read classics, literae humaniores, then the most * Department of Classics, University of Nottingham, NG7 2RD. It was only by chance that I developed an interest in Hugh Trevor-Roper: in 2010 I happened upon his Letters from Oxford in a London bookstore and, reading them on the train home, was captivated by the world they evoked and the style of their composition. -
Origins of Democracy the Word "Democracy," As Well As the Concept
Origins of Democracy The word "democracy," as well as the concept it represents, can be traced back to the area surrounding the Mediterranean Sea. The beginnings of democracy can be credited to the Greeks of the sixth century BC. The word comes from two Greek words: demos, meaning "the people," and kratein, meaning "to rule." These two words are joined together to form democracy, literally meaning "rule by the people" (Pious). The Greek system of government was perhaps closer to a true democracy or rule by the people than any other in history. The Greeks viewed dictatorship as the worst possible form of government, so their government evolved as the exact opposite. Their civilization was broken down into small city-states (never more than 10,000 citizens), and all the men voted on all issues of government. There were no representatives in the Greek system of government. Instead, they ruled themselves directly; each man was a life long member of the decision making body. This was almost a total democracy except for the fact that women and slaves (over 50% of the population) were not considered citizens and were not allowed to vote. Despite this, no other civilization has come as close to democracy as its creators, the Greeks, and many later civilizations have incorporated this Greek idea as part of the foundation for their government (Lee; Lefebvre). Ideas of democracy similar to that of the Greeks were used by the Romans, though not to the same extent. The Roman Empire (509-27 BC) took some of their governmental ideals from the Greeks. -
Inventions and Patents
MODULE 03 Inventions and Patents MODULE 03. Inventions and Patents OUTLINE LEARNING POINT 1: Basics of invention and patent 1. One way of adding value to a product 2. Reasons for patenting an invention LEARNING POINT 2: Patent application 1. Evaluating the patentability of an invention 2. Deciding whether to patent an invention 3. Preparing a patent application (1) Detailed description of the invention (2) Claims (3) Who prepares (4) After filing a patent application LEARNING POINT 3: Patent infringement 1. Definition of patent infringement 2. If you come across your competitor’s patent LEARNING POINT 4: Patent management system 1. Basic elements of a patent management system 2. Patent portfolio INTRODUCTION The term "intellectual property (IP)" is defined as the property resulting from creations of the human mind, the intellect. In this regard, it is fair that the person making efforts for an intellectual creation has some benefit as a result of this endeavor. Probably, the most important among intellectual properties is “patent.” A patent is an exclusive right granted by a government for an invention, which is a product or a process that provides, in general, a new way of doing something, or offers a new technical solution to a problem. The details on the way of acquiring patents will be provided for protecting precious intellectual properties. LEARNING OBJECTIVES 1. You understand how to decide whether your new technology or invention should be protected by one or more patents and, if so, how to do so. 2. You know how the grant of a patent over an invention or technology helps you to prevent or have an upper hand in legal disputes that may arise later on. -
A Focus on Chantal Mouffe's “Agonistic Democracy”
Educational Studies in Japan: International Yearbook No. 13, March, 2019. pp. 111-121 Rethinking of the Signifi cance of Passions in Political Education: A Focus on Chantal Mouff e’s “Agonistic Democracy” Sho Yamanaka* This paper discusses the significance of passions in political education through the consideration of Chantal Mouffe’s agonistic democracy. Mouffe points out the role of the passions that facilitate organizing political identities, and presents the risks of eliminating passions. The liberal interpretation of de- mocracy intends to eliminate passions that prevent people achieving a rational consensus. On the other hand, the emphasis on rationality makes it easy for right-wing populism to mobilize people’s passions. In other words, the elimina- tion of passions creates a situation in which dialogue with other political iden- tities is diffi cult: this is the contradiction of the liberal interpretation of democ- racy. To avoid this, Mouff e suggests channels that express collective passions as democratic designs to disarm antagonistic passions. Mouffe’s democratic theory indicates the risk of a too optimistic understanding of the passions in political education which takes deliberative approaches. Also, this result sug- gests the necessity of reconsidering the position of passions in the political ed- ucation. From the perspective of Mouff e’s agonistic democracy, the role of po- litical education should be regarded as not elimination of passions but sublimation of antagonistic passions. To achieve this sublimation, we should fa- cilitate participation in democratic practices. However, sublimation of antago- nistic passions through democratic institutions is not always successful. If an- tagonistic passions are expressed in destructive forms, what should we do? This paper touches only briefl y on this point.