Russell Kirk and the Prospects for Conservatism
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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. -
Winter 2009 Licata Lecture: Michael Novak Calls for Conversation About God
WINTER 2009 LICATA LECTURE: MICHAEL NOVAK CALLS FOR CONVERSATION ABOUT GOD And yet, he told his Pepperdine audi- ence faith is a “real knowledge—a practi- cal kind of knowledge worth trusting one’s life to.” Faith was the sustaining hope of those who struggled against totalitarian- ism in the 20th century. It is the basis for a compassionate society. Rather than con- tradicting the sciences, faith is a firm sup- Victor Davis Hanson port on which reason may flourish. 2009 William E. Simon As men and women continue to ask ques- Distinguished Visiting Professor tions about faith and secularism, people in both camps may become more tolerant of Scholar of classical civilizations, author, each other. Novak echoed the prediction columnist, and historian Victor Davis Hanson of the German philosopher Habermas that is serving as the Spring 2009 William E. we are at the “end of the secular age.” Simon Distinguished Visiting Professor at the Now, “believers and unbelievers will have School of Public Policy. He is teaching the to take each other much more seriously seminar in international relations: Global Rule than they did before.” of Western Civilization? In an era when our public discourse Hanson is a Senior Fellow in Residence in “VIRTUALLY ALL THE WORLD seems to lack civility, Novak foresees “the Classics and Military History at the Hoover end of the period of condescension” and Institution at Stanford University and IS IN THE GRIP OF QUESTIONS “the beginning of a conversation that rec- Professor Emeritus of Classics at California ABOUT GOD,”… ognizes each others’ inherent dignity.” State University, Fresno. -
The Jewish Idea: Morality, Politics, and Theology Tikvah Summer Fellowship for College Students
THE TIKVAH FUND 165 E. 56th Street New York, New York 10022 The Jewish Idea: Morality, Politics, and Theology Tikvah Summer Fellowship for College Students June 18–July 31, 2015 Calendar The Jewish Idea: Morality, Politics, and Theology June 18–21, 2015 THE MODERN JEWISH CONDITION: A CONVERSATION Thursday, June 18 Friday, June 19 Saturday, June 20 Sunday, June 21 Candle lighting at 8:12 PM Breakfast Breakfast Breakfast 9:30 AM – 10:00 AM 8:30 AM – 9:30 AM 8:45 AM – 9:30 AM Travel to Glen Cove, NY Shacharit Nationhood and Vulnerability William Kristol 10:00 AM – 12:00 PM 9:30 AM – 12:00 PM 9:30 AM – 12:00 PM Lunch Lunch Lunch and Callings and Careers III: Abe Socher 12:00 PM – 1:00 PM 12:00 PM – 1:00 PM 12:30 PM – 2:00 PM Tradition and Progress Authority and Interpretation Back to NYC Ruth Wisse Abe Socher 2:15 PM 1:00 PM – 3:30 PM 1:00 PM – 3:30 PM Callings and Careers I: Mincha William Kristol 4:00 PM – 5:30 PM 6:00 PM Welcome Dinner and Mincha, Kabbalat Shabbat, Dinner Introductions Maariv 6:30 PM Callings and Careers II: Ruth Wisse 7:00 PM – 8:15 PM 7:45 PM – 9:15 PM Dinner Havdalah 6:00 PM – 8:30 PM 8:15 PM 9:21 PM The Jewish Idea: Morality, Politics, and Theology June 22–26, 2015 REASON, REVELATION , AND MODERNITY Monday, June 22 Tuesday, June 23 Wednesday, June 24 Thursday, June 25 Friday, June 26 Candle lighting at 8:13 PM Breakfast Breakfast Breakfast Breakfast Writing (Tikvah is open for study and writing) 8:30 AM – 9:45 AM 8:30 AM – 9:45 AM 8:30 AM – 9:45 AM 8:30 AM – 9:45 AM “Why We Remain “Progress or Return?” I Preceptorial -
On Liberal and Democratic Nationhood
On Liberal and Democratic Nationhood by Paul Gottfried* The consubstantiality of liberalism and democracy has become a modem religious dogma. It is a doctrine transcending established political divisions, and ever since the de-Sovietization of Eastern Europe that began last year American journalists of otherwise differing ideological persuasions-Jeanne Kirkpatrick, Robert Novak, Ben Wattenberg, Michael Kinsley, Charles Krauthammer, Richard Cohen, and Jim Hoagland, for example-have urged the American government to nume the seeds of liberal democracy in Eastem Europe.' The synthesis for export should consist of democratic elections, the availability of equal citizenship to all residents of a country, the separa- tion of church and state, markets open to foreign investment, the introduc- tion of at least limited market economies, and enthusiastic concern for the steadily expanding list of what are styled "human rights" Distinctions between "liberalism" and "democracy" have obviously grown pass;, so much so that usually intelligent political theorists blur them without hesitation. In the May 1990 issue of Society, the Polish scholar Leszek Kolakowski, who holds professorships at both Oxford and Chicago, warns against nationalism's alliance with "spurious and fraudulent" con- cepts of democracy. Among the concepts Kolakowski fears nationalists may stray into are democratic socialism and theocracy. He thus seeks to remind his readers that democracy is incompatible with these phenomena. Rather it finds its essence in the erection of a "legal system, to guarantee both the equality in law of all citizens and the basic personal rights which include . freedom of movement, freedom of speech, freedom of associa- tion, religious freedom, and freedom to acquire property."* It may be argued that Kolakowski confounds democracy with liberalism, concepts traditionally viewed as at least discrete and possibly contradictory. -
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. -
Congressional Testimony
CONGRESSIONAL TESTIMONY H.R. 51, "Washington, D.C. Admission Act" Testimony before the Committee on Oversight and Reform United States House of Representatives March 22, 2021 Zack Smith Legal Fellow Edwin Meese III Center for Legal and Judicial Studies The Heritage Foundation Table of Contents I. The District of Columbia cannot be converted into our nation's 51st state without a constitutional amendment 3 II. Former Washington, DC Mayor Walter E. Washington raised practical concerns about making the District a state, and former Delegate Walter Fauntroy raised constitutional concerns 4 III. The historical reasons for securing full federal control over the seat of government, for preventing one state from having outsized influence on the federal government, and for the important symbolic value of having a national capital free from a single state's influence remain true today 6 IV. Both Democratic and Republican Justice Departments have reached the same conclusion that DC statehood requires a constitutional amendment 8 A. The fact that Congress has used its authority under Article IV, section 3 of the Constitution to admit 37 other states is constitutionally irrelevant. The District owes its existence to the fact that Congress exercised its CONGRESSIONAL TESTIMONY authority under Article I, section 8, clause 17 of the Constitution to create it. ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 9 l. The prior retrocession of part of the District to Virginia should not be used as precedent 1O 2. Maryland's consent is needed before a new state can be created from the land it donated to create the federal seat of government 10 B. The Twenty-Third Amendment provides the most serious constitutional obstacle to the District's becoming a state via simple legislation. -
PRESCRIPTION and PREJUDICE Russell Kirk and the Age of Ideology
PRESCRIPTION AND PREJUDICE REMEMBERING A GOTHIC CONSERVATISM Russell Kirk and the Age of Ideology W. Wesley McDonald Columbia, Mo.: University of Missouri Press, 2004 $44.95 264 pp. Reviewed by David Wilson s a copy clerk for my hometown newspaper years ago, I asked the token conservative on the editorial board whom I should read to pursue my A emerging interest in political conservatism. “Russell Kirk,” he said. “Who’s that?” I asked. “A crustacean,” he answered dryly, without taking his eyes off his computer screen. The editorialist’s confi dent citation of Kirk as a primary conserva- tive authority—quickly followed by a half-joking dismissal of his current relevance—captures the Kirk legacy. Mainstream conservative fi gures will often dutifully list Kirk’s works as among those to be studied, especially the seminal The Conservative Mind, published by Henry Regnery in 1953. But what traces of Kirk’s thought inform the “conservative” policy positions of today are diffi cult to detect. Russell Kirk was part custodian, part critic. From Aristotle to Burke and beyond, he absorbed and carried forward those elements of Western thought he deemed wisest. To these he added his own, notably decisive rejections of “atomistic” individualism, economic and social leveling, and dogmatic laissez faire. The giddier thinking of the Enlightenment, especially Benthamite utilitarianism, came under his harsh scrutiny. He famously set forth the “six canons of conservative thought,” and advanced conservatism as the rejection of political programs that presume the easy malleability of human nature —really, his defi nition of “ideology.” In Russell Kirk and the Age of Ideology, W. -
Reflections on Russell Kirk Lee Trepanier Saginaw Valley State University
Russell Kirk: A Centennial Symposium Reflections on Russell Kirk Lee Trepanier Saginaw Valley State University A century has passed since the birth of Russell Kirk (1918-94), one of the principal founders of the post-World War II conservative revival in the United States.1 This symposium examines Kirk’s legacy with a view to his understanding of constitutional law and the American Founding. But before we examine these essays, it is worth a moment to review Kirk’s life, thought, and place in American conservatism. Russell Kirk was born and raised in Michigan and obtained his B.A. in history at Michigan State University and his M.A. at Duke Univer- sity, where he studied John Randolph of Roanoke and discovered the writings of Edmund Burke.2 His book Randolph of Roanoke: A Study in Conservative Thought (1951) would endure as one of his most important LEE TREPANIER is Professor of Political Science at Saginaw Valley State University. He is also the editor of Lexington Books’ series “Politics, Literature, and Film” and of the aca- demic website VoegelinView. 1 I would like to thank the McConnell Center at the University of Louisville for sponsoring a panel related to this symposium at the 2018 American Political Science Conference and Zachary German for his constructive comments on these papers. I also would like to thank Richard Avramenko of the Center for the Study of Liberal Democracy at the University of Wisconsin-Madison, and Saginaw Valley State University for supporting my sabbatical, which enabled me to write this article and organize this symposium for Humanitas. -
Atlas Network Records
http://oac.cdlib.org/findaid/ark:/13030/c80k2f0h No online items Register of the Atlas Network records Finding aid prepared by Dale Reed Hoover Institution Library and Archives © 2015, 2019 434 Galvez Mall Stanford University Stanford, CA 94305-6003 [email protected] URL: http://www.hoover.org/library-and-archives Register of the Atlas Network 2015C50 1 records Title: Atlas Network records Date (inclusive): 1946-2013 Collection Number: 2015C50 Contributing Institution: Hoover Institution Library and Archives Language of Material: In English and Spanish Physical Description: 319 ms. boxes, 1 oversize box(160.5 Linear Feet) Abstract: Correspondence, writings, memoranda, conference papers and other conference materials, fundraising and grant award records, other financial records, and printed matter relating to international promotion of free market economic policies. Hoover Institution Library & Archives Access The collection is open for research; materials must be requested at least two business days in advance of intended use. Publication Rights For copyright status, please contact the Hoover Institution Library & Archives. Acquisition Information Materials were acquired by the Hoover Institution Library & Archives in 2015. Preferred Citation [Identification of item], Atlas Network records, [Box no., Folder no. or title], Hoover Institution Library & Archives. Historical Note The Atlas Network was founded in Fairfax, Virginia, as the Atlas Economic Research Foundation, in 1981. Its founder, Sir Antony Fisher (1915-1988), had already created the Institute of Economic Affairs in his native Great Britain and the Fraser Institute in Canada. The purpose of these organizations was promotion of free market economics, limited government, and deregulation and privatization to the greatest extent possible. -
Congressional Record—Senate S6886
S6886 CONGRESSIONAL RECORD — SENATE October 31, 2017 that—exactly the opposite. She wrote EXECUTIVE SESSION preme court justices who were not ap- that if a judge’s personal views were to proved by Republican Senators to move impede that judge’s ability to impar- to the Federal bench: Lisabeth Tabor tially apply the law, then the judge EXECUTIVE CALENDAR Hughes from Kentucky, Myra Selby should recuse herself from the case. The PRESIDING OFFICER. Under from Indiana, Don Beatty from South As the coauthor of that article and the previous order, the Senate will pro- Carolina, Louis Butler from Wisconsin, current president of Catholic Univer- ceed to executive session and resume Patricia Timmons-Goodson from North sity recently put it, ‘‘The case against consideration of the Barrett nomina- Carolina. Prof. Barrett is so flimsy, that you tion, which the clerk will report. Senate Republicans turned obstruc- have to wonder whether there isn’t The senior assistant legislative clerk tion of judicial nominees into an art some other, unspoken, cause for their read the nomination of Amy Coney form under President Obama. Yet Sen- objection.’’ Barrett, of Indiana, to be United States ator MCCONNELL, day after day, has It does make you wonder. Circuit Judge for the Seventh Circuit. said: ‘‘I think President Obama has To those using this matter as cover The PRESIDING OFFICER. The as- been treated very fairly by any objec- to oppose Professor Barrett because of sistant Democratic leader. tive standard.’’ her personally held religious beliefs, Mr. DURBIN. Mr. President, Senator He comes to the floor now regularly let me remind you, there are no reli- MCCONNELL has come to the floor to to complain about ‘‘obstruction’’ of gious tests—none—for public office in complain about what he calls obstruc- Trump nominees. -
How to Think About the Foundations of American Conservatism James W
No. 22 How to Think About the Foundations of American Conservatism James W. Ceaser, Ph.D. ontemporary American conservatism, which is Reagan. The remarkable diversity of this coalition has Cnotorious for its internal factionalism, is held been both a source of strength and a source of weak- together by a self-evident truth: conservatives’ shared ness for the conservative movement. Each part came antipathy to modern liberalism. Their main objections into existence at a different time and under differ ent are well-known. circumstances, and each has been guided by a different Almost to a man or woman, conservatives oppose principle by which it measures what is good or right. using government authority to enforce a vision of greater equality labeled by its supporters, with great • For religious conservatives, that principle is seduction, as “social justice.” Nearly as many conser- biblical faith. vatives object to the use of government authority—or, • For libertarians, it is the idea of “spontaneous alternatively, to the denial of government authority order,” the postulate that a tendency is opera- where it is natural, legal, and appropriate—to pro- tive in human affairs for things to work out for mote a worldview of individualism, expressivism, and themselves, provided no artificial effort is made secularism. Finally, most conservatives want nothing to impose an overall order. to do with an airy internationalism, frequently suspi- • For neoconservatives, it is a version of “natural cious of the American nation, that has shown itself so right,” meaning a standard of good in political inconstant in its support for the instruments of secu- affairs that is discoverable by human reason. -
The Educational Ideas of Irving Babbitt
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1974 The ducE ational Ideas of Irving Babbitt: Critical Humanism and American Higher Education Joseph Aldo Barney Loyola University Chicago Recommended Citation Barney, Joseph Aldo, "The ducaE tional Ideas of Irving Babbitt: Critical Humanism and American Higher Education" (1974). Dissertations. Paper 1363. http://ecommons.luc.edu/luc_diss/1363 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1974 Joseph Aldo Barney The Educational Ideas of Irving Babbitt: Critical Humanism and .American Higher Education by Joseph Aldo Barney A Dissertation Submitted to the Faculty of the Graduate School of Loyola University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy February 1974 VITA Joseph Aldo Barney was born January 11, 1940 in the city of Chicago. He attended Our Lady Help of Christians Grammar School, Sto Mel High School and, in 1967, received the degree of Bachelor of Science from Loyola University of Chicago. During the period 1967 to present, Mr. Barney continued his studies at Loyola University, earning the degree of Master of Education in 1970 and the degree of Doctor of Philosophy in 1974. Mr. Barney's occupational pursuits have centered about university administration and teachingo He was employed by Loyola University of Chicago from 1961 to 1973 in various administrative capacities.