DOCSLIB.ORG

Enduring Western Civilization

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Enduring Western Civilization E nduring W estern C ivilization The Construction of the Concept of Western Civilization and Its “Others” Edited by Silvia Federici ENDURING WESTERN CIVILIZATION The Construction of the Concept of Western Civilization and "Its Others" Edited by SILVIA FEDERICI Westport, Connecticut London Copyright Acknowledgments Chapter 3, “True West: The Changing Idea of the West from the 1880s to the 1920s," by Chris GoGwilt, revised from the “Epilogue" to The Invention of the West: Joseph Conrad and the Double-Mapping of Europe and Empire by Chris GoGwilt (Stanford, CA: Stanford University Press, 1995) is used with the permission of the publishers, Stanford University Press. © 1995 by the Board of Trustees of the Leland Stanford Junior University. Material from Arnold Toynbee, A Study of History, vol. V (London: Oxford University Press. 1939) is reprinted with permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Enduring Western civilization : the construction of the concept of Western civilization and its “others" / edited by Silvia Federici. p. cm. Includes bibliographical references and index. ISBN 0-275-95154-5 (alk. paper). — ISBN 0-275-95400-5 (pbk.) 1. Civilization, Western. 2. Civilization, Western— Historiography. I. Federici. Silvia. CB245.E54 1995 909'.09812—dc20 95-7985 British Library Cataloguing in Publication Data is available. Copyright © 1995 by Silvia Federici All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 95-7985 ISBN: 0-275-95154-5 0-275-95400-5 (pbk.) First published in 1995 Praeger Publishers, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48-1984). In order to keep this title in print and available to the academic community, this edition was produced using digital reprint technology in a relatively short pnnt run. This would not have been attainable using traditional mfethods. Although the cover has been changed from its original appearance, the text remains the same and all materials and methods used still conform to the highest book-making standards. Contents Acknowledgments vii Introduction ix Part I. A Genealogy of "Western Civilization" 1 1. Greece: Aryan or Mediterranean? Two Contending Historiographical Models 3 Martin Bernal 2. On the Scottish Origin of "Civilization" 13 George C. Caffentzis 3. True West: The Changing Idea of the West from the 1880s to the 1920s 37 Chris GoGwilt 4. The God That Never Failed: The Origins and Crises of Western Civilization 63 Silvia Federici Satirical Appendix: Oedipus and the Coup 91 Sol Yurick VI Contents Part IL One or Many Civilizations? 117 5. Mathematics and Eurocentrism 119 George Gheverghese Joseph 6. Orientalism, Political Economy, and the Canonization of Indian Civilization 137 JohnRoosa 7. African Languages and European Linguistic Imperialism 161 Alamin Mazrui 8 . They Came Before the Egyptians: Linguistic Evidence for the African Roots of Semitic Languages 175 Nicholas Faraclas Index 197 About the Contributors 209 Acknowledgments Many people have contributed to make this book possible. Among than I want to thank in particular George C. Caffentzjs, Les Levidow, Gabriella Federici, Dina Valli, Peter Linebangh, Linda Longmire, Dan Coughlin, Sohnia Sayres, Russ Harrison, Ariel Salleh, Rip Bulkeley, Mario Fenyo, Sam E. Anderson, Arthur Powell, Marylin Frankestein, Monty Neil, John Wiltshire, Peter Fraser, Kay Williamson, Robin Horton, Mariarosa Dalla Costa, Iain Boat, and Nancy Kelley. Special thanks go to Nancy Lucas, who has helped me prepare the manuscript for publication; Sharon Ross, Coordinator of the Hofstra Academic Computer Lab; and to Dr. James Sabin and Elisabetta Linton of Greenwood Publishers. Introduction Scarcely a day goes by without our reading or hearing of "our inherited cultural tradition," the "typical values of western civilization," "the idea of European coherence" —or, more simply, "our western traditon," "our western values," "our western culture." No set of ideas has become more commonplace, none been more assiduously drummed into our ears. It is noteworthy that [the unity of "western European culture"] has emerged as a dogmatic assertion precisely at the moment when . the interpretation of history upon which it is based has been shattered by historical criticism and discarded by historical scholarship; and it is perhaps still more noteworthy that the weakening and undermining by professional historians of the historical premises underlying this theory has failed to detract from its effectiveness as a political dogma. (Barraclough, 1955: 31-32) We are thus before a moral and political dilemma of no mean proportions when we talk about the relevance of the concept of civilization to our current problems in the late twentieth century. It will not do to try to hide the dilemma by abandoning the concept and avoiding the difficult analysis. Rather, let us embrace it as the central issue of our time. (Wallerstein, 1991a: 224) What do we mean by "Western Civilization"? Today, this question is more important than ever, considering the prominent role that in recent times the notion of Western Civilization has played in academic and political debates. Throughout the 1980s, "Western Civilization" was at the center of the contro­ versies that accompanied the demand for multicultural education and peda­ gogical reform in American colleges (Partisan Review, 1991; Pratt, 1992). More recently, in the broader political arena, we have witnessed the revival of ideologies that portray world politics as dominated by a "clash of civilizations," as in the scenario proposed by Samuel Huntington in a number of widely publicized articles (Huntington, 1993a, 1993b; Melloan, 1993). There is also a widespread perception that "Western Civilization" is undergoing a historic crisis, and indeed all the trendiest philosophical schools—postmodernism, X Introduction feminist theory, afrocentrism, deconstruction—have defined themselves as alternatives to, or critiques of, "Western Civilization." Yet, it is evident that no more clarity presently exists concerning the meaning of this concept than at the time Barraclough was commenting on the sudden popularity of the term (Barraclough, 1955). For despite the prestige currently enjoyed by postmodern theories, which stress the constructed character of all meaning, little effort has been made, by defenders and critics alike, to investigate the content of this concept Much work has been devoted to demonstrating that the teaching of the "Classics of the Western tradition" does not meet the pedagogical needs of a multiethnic population of students, whose cultural backgrounds and concerns are unrepresented in a Eurocentric curric­ ulum. It has also been objected that Western Civilization cannot provide the perspective from which world history is conceptualized, for such a move perpetrates the belief in the cultural superiority of Europe. Few, however, have asked how the concept of Western Civilization has been constructed, what historical status it can claim, or have suggested that Western Civilization is a fiction. More than that, in taking an oppositional stand against "Western values," the new cultural vanguards have contributed to naturalize "Western Civilization," so that the concept is now increasingly used as a self-explanatory term, a term of absolute reference, and above all a neutral term. There are good reasons, however, to challenge this trend. The most immediate reason is that the language of "Western Civilization" creates a shadow play whereby real processes are mystified in a way that precludes transformative action, as has often happened during the recent debates. Cer­ tainly, the fact that the "Western Civilization" canon was made the central question in the discussion of pedagogical reform has increased our awareness of the pedagogical needs of our ethnically diversified student population (Butler and Walter, 1991; Gates, 1992; Gless and Hermstein Smith, 1992; Olguin, 1991). But it has also fostered the illusion that pedagogical reform can be conceived as a shift in cultural paradigms. Moreover, it has detracted attention from more substantive issues such as the ever diminishing support given by government to education, and the perils posed to academic freedom by the military's penetration of academic life and by the subordination of education to narrowly defined economic goals. The "Western Civilization debate" has also perpetrated the myth of a Westem/non-Western cultural divide, thus giving some intellectual credibility to a politics of cultural blocs that is particularly dangerous in the present conjuncture. For hardly had the Berlin Wall fallen and the debate on the "end of history" gotten under way than the flag of "Western Civilization" was raised again in conservative political circles, to evoke the specter of a coming world dominated by cultural conflicts, where "the West" will be naturally pitted against "the Rest," and cultural differentiation will inevitably be a source of lethal division among humankind (Huntington, 1993a, 1993b). Introduction xi Last but not least, an unquestioning, naturalizing approach to "Western Civilization" precludes both an understanding of the reasons for its enduring currency and a proper evaluation
Load more

Recommended publications
  • World History Education in Scholarship, Curriculum, and Textbooks, 1890-2002
    WHAT ARE OUR 17-YEAR OLDS TAUGHT? WORLD HISTORY EDUCATION IN SCHOLARSHIP, CURRICULUM AND TEXTBOOKS, 1890-2002 Jeremy L. Huffer A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2009 Committee: Tiffany Trimmer, Advisor Scott Martin Nancy Patterson © 2009 Jeremy L. Huffer All Rights Reserved iii ABSTRACT Tiffany Trimmer, Advisor This study examines world history education in the United States from the late 19th century through 2002 by investigating the historical interplay between three mechanisms of curricular control: scholarship, curriculum recommendations, and textbook publishing. Research for this study has relied on unconventional source classification, with historical monographs which defined key developments in world history scholarship and textbooks being examined as primary sources. More typical materials, such as secondary sources analyzing philosophical educational battles, the history of educational movements, historiography, and the development of new ideologies from have been incorporated as well. Since educational policy began trending towards increasing levels of standardization with the implementation of compulsory education in the late 1800s, policymakers have been grappling with what to teach students about the wider world. Early scholarship focused on the history of Western Civilization, as did curriculum recommendations and world history textbooks crafted by professional historians of the period. Amidst the chaos of two World Wars, economic depression, the collapse of the global imperial system, and the advent of the Cold War traditional accounts of the unimpeachable progress of the Western tradition began to ring hollow with some historians. New scholarship in the second half of the twentieth century refocused world history, shifting away from the cyclical rise and fall of civilizations model which emphasized the separate traditions of various societies and towards a narrative of increasing interconnectedness.
    [Show full text]
  • 200Th Anniversary of the Greek War of Independence 1821-2021 18 1821-2021
    Special Edition: 200th Anniversary of the Greek War of Independence 1821-2021 18 1821-2021 A publication of the Dean C. and Zoë S. Pappas Interdisciplinary March 2021 VOLUME 1 ISSUE NO. 3 Center for Hellenic Studies and the Friends of Hellenic Studies From the Director Dear Friends, On March 25, 1821, in the city of Kalamata in the southern Peloponnesos, the chieftains from the region of Mani convened the Messinian Senate of Kalamata to issue a revolutionary proclamation for “Liberty.” The commander Petrobey Mavromichalis then wrote the following appeal to the Americans: “Citizens of the United States of America!…Having formed the resolution to live or die for freedom, we are drawn toward you by a just sympathy; since it is in your land that Liberty has fixed her abode, and by you that she is prized as by our fathers.” He added, “It is for you, citizens of America, to crown this glory, in aiding us to purge Greece from the barbarians, who for four hundred years have polluted the soil.” The Greek revolutionaries understood themselves as part of a universal struggle for freedom. It is this universal struggle for freedom that the Pappas Center for Hellenic Studies and Stockton University raises up and celebrates on the occasion of the 200th anniversary of the beginning of the Greek Revolution in 1821. The Pappas Center IN THIS ISSUE for Hellenic Studies and the Friends of Hellenic Studies have prepared this Special Edition of the Hellenic Voice for you to enjoy. In this Special Edition, we feature the Pappas Center exhibition, The Greek Pg.
    [Show full text]
  • Great Divergence of the 18Th Century?
    Cliodynamics: The Journal of Quantitative History and Cultural Evolution Great Divergence of the 18th Century? Andrey Korotayev1,2, Julia Zinkina3, Denis Zlodeev1 1 National Research University Higher School of Economics 2 Institute of Oriental Studies, Russian Academy of Sciences 3 Russian Presidential Academy of National Economy and Public Administration Abstract The article suggests that the Great Divergence of the 19th century between “the West” and “the East” was preceded by the Great Divergence in the 18th century between the Global North and the Global South. This may be attributed to a new, much higher level of state efficiency in the Global North. The eastern and western regions of the Global North frequently used different methods to make their state apparatuses more efficient, but achieved strikingly similar results during the 18th century. The Great Divergence of the 19th century, remarkably, occurred within the Global North. Introduction. The Great Divergence One of the major contributions made by Jack Goldstone to the study of social macroevolution is constituted by his founding of the 'California School' in whose framework the Great Divergence theory was developed (Frank 1998; Goldstone 1991, 2002, 2008a, and 2008b; Marks 2002; Pomeranz 2000 and 2002; Vries 2003, 2010, and 2013; Wong 1997). In the 19th century, northwestern Europe saw the birth of capital-intensive and fossil-fuel based manufacturing. Spreading throughout Europe and the United States, these changes triggered explosive growth resulting in the gap in per
    [Show full text]
  • Hellenic Impact in Romantic Literature
    www.ijcrt.org © 2018 IJCRT | Volume 6, Issue 1 March 2018 | ISSN: 2320-2882 Hellenic Impact in Romantic Literature SHOMIK DE Assistant Teacher of Haripukuria High School English (M.A., B.Ed) (NET Qualified) ABSTRACT Hellenism illustrates any of the characteristics of ancient Greek Culture, civilization, principles and ideals, including humanism, reason, the pursuit of knowledge and the arts, moderation and civic responsibility. It reflects the culture and civilization of the Hellinistic period. Hellenism divulges the admiration for and adoption of ancient Greek Culture, ideas and civilization. It unveils the national character or culture of Greece as well as the belief in and worship of the Greek gods. It can also termed as the neoclassicism. As a neoclassical movement distinct from other Roman or Greco Roman forms of neoclassicism emerging after the European Renaissance, it most often is associated with Germany and England in the eighteenth and nineteenth centuries. In Germany the preeminent figure in the movement Winckelmann, the art historian and aesthetic theoretician who first articulated what would come to be the orthodoxies of the Greek ideal in sculpture. For Winckelmann, the essence of Greek art was noble simplicity and sedate grandeur, often encapsulated in sculptures representing moments of intense emotion or tribulation. Other major figures includes Hegel, Schlegel, Schelling and Schiller. In England, the so-called “second generation” romantic poets, especially John Keats, Percy Bysshe Shelley, and Lord Byron are considered examples of Hellinism. Drawing from Winckelmann(either directly or derivatively), these poets frequently turned to Greece as a model of ideal beauty, transcendent philosophy, democratic politics, and homosociality or homosexuality (for Shelley especially).
    [Show full text]
  • Brooklyn College Magazine, Spring 2013, Volume 2
    BROOKLYN COLLEGE MAGAZINE | SPRING 2013 1 B Brooklyn College Magazine Volume 2 | Number 2 | Spring 2013 Brooklyn College Editor-in-Chief Art Director Advisory Committee 2900 Bedford Avenue Keisha-Gaye Anderson Lisa Panazzolo Nicole Hosten-Haas, Chief of Staff to the President Brooklyn, NY 11210-2889 Steven Schechter, Managing Editor Production Assistant Executive Director of Government and External Affairs [email protected] Audrey Peterson Mammen P. Thomas Ron Schweiger ’70, President of the Brooklyn College Alumni Association © 2013 Brooklyn College Andrew Sillen ’74, Vice President for Institutional Advancement Staff Writers Staff Photographers Jeremy A. Thompson, Executive Director of Marketing, Communications, Ernesto Mora David Rozenblyum President and Public Relations Richard Sheridan Craig Stokle Karen L. Gould Colette Wagner, Assistant Provost for Planning and Special Projects Jamilah Simmons Editorial Assistants Provost Contributing Writers Dominique Carson ‘12 William A. Tramontano James Anderson Mark Zhuravsky ‘10 Matt Fleischer-Black Joe Fodor Katti Gray Alex Lang Anthony Ramos Julie Revelant Ron Schweiger ’70 On the Scene Award-winning alumni and a new graduate school of cinema in the works make Brooklyn College a 9 prime destination for the next generation of entertainment industry game changers. Forward Momentum Leading-edge scientific research at Brooklyn College continues to 14 attract national attention, as well as prestigious awards. The Brooklyn Connection Alumni mentors with top-flight careers and talented business students form 20 professional and personal bonds that endure well past graduation. 2 From the President’s Desk 3 Snapshots 5 Notables 7 Features He’s not an 23 College News alumnus, so why is Kevin 27 Career Corner Bacon in our 28 Athletics magazine? 30 Alumni Profile Turn to page 31 Class Notes ten to find out.
    [Show full text]
  • Leaving Western Civ Behind WILLIAM H
    Leaving Western Civ Behind WILLIAM H. MCNEILL I PROPOSE TO SURVEY MY EFFORT to understand Plato, Augustine, Luther, Voltaire, Marx, human history, seeking to clarify how I got to Flaubert, and many others. The Human Web (2003) from earlier world- views proffered by teachers and then altered My undergraduate years and elaborated by me, starting in childhood The course was put together by Ferdinand and proceeding all the way to the senility that Schevill, an elderly history professor who lec- PERSPECTIVES begins to beset me today. tured three times a week to a class of several In the beginning was Sunday school, where hundred. Schevill’s lectures had a clear and kindly teachers told us comprehensive point of view, juxtaposing Bible stories and did reason against faith, St. Socrates against St. their best to keep us quiet, except when we Paul, with clear and emphatic preference for My college years sang hymns. Christian doctrine was left out: Socrates and the human reason he stood for as contributed lasting no original sin, no redeeming grace, no hell the best available guide to human affairs. I either; and heaven remained very misty. The already had inklings of this secular—really, assumptions core message boiled down to this: Jesus loved eighteenth-century—viewpoint from high I used when us, and we should love him in return, just as school, where we had used Carl Becker’s text- working out all we loved and depended on our own mothers. book for modern European history. But it was my subsequent Not much of a worldview, but all a Canadian only under Schevill’s influence that what I Presbyterian Sunday school in the early 1920s will call the “Western Civ” model of the hu- notions about felt it safe to impart.
    [Show full text]
  • A HISTORY of the PELASGIAN THEORY. FEW Peoples Of
    A HISTORY OF THE PELASGIAN THEORY. FEW peoples of the ancient world have given rise to so much controversy as the Pelasgians; and of few, after some centuries of discussion, is so little clearly established. Like the Phoenicians, the Celts, and of recent years the Teutons, they have been a peg upon which to hang all sorts of speculation ; and whenever an inconvenient circumstance has deranged the symmetry of a theory, it has been safe to ' call it Pelasgian and pass on.' One main reason for this ill-repute, into which the Pelasgian name has fallen, has been the very uncritical fashion in which the ancient statements about the Pelasgians have commonly been mishandled. It has been the custom to treat passages from Homer, from Herodotus, from Ephorus, and from Pausanias, as if they were so many interchangeable bricks to build up the speculative edifice; as if it needed no proof that genealogies found sum- marized in Pausanias or Apollodorus ' were taken by them from poems of the same class with the Theogony, or from ancient treatises, or from prevalent opinions ;' as if, further, ' if we find them mentioning the Pelasgian nation, they do at all events belong to an age when that name and people had nothing of the mystery which they bore to the eyes of the later Greeks, for instance of Strabo;' and as though (in the same passage) a statement of Stephanus of Byzantium about Pelasgians in Italy ' were evidence to the same effect, perfectly unexceptionable and as strictly historical as the case will admit of 1 No one doubts, of course, either that popular tradition may transmit, or that late writers may transcribe, statements which come from very early, and even from contemporary sources.
    [Show full text]
  • Download Handbook
    fromparamountpictures JANUARY, 19?9 HANDBOOK OF PRODUCTION INFOR.I{ATION ** *t(*** ******r.**t ******* ** * ****** * PARAI"IOT'N'T PICTURES PRESENTS A LAI^IRENCE GORDON PRODUCTION l *i r ry MUSIC BY BARRY DEVORZON EDITOR DAVID HOTDEN DIRECTOR OF PHOTOGRAPHYANDREW LASZLO, A.S.C. E)GCUTIVE PRODUCER FRANK MARSHAIL BASED ON THE NOVEL BY SOL YURICK SCREENPLAY BY DAVID SHASER AND WALTER HILL PRODUCED BY LAWRXNCE GORDON DIRECTED BY WAITER HILL PARAITIOUNTPICTUFES CORPORATION 1 GULF + WESTERNPLAJZA NEw YORKITY 1oo23 ''THE WARRIORS" PRELIMINARY CAST IIST SWAN..... ...,I.,IICHAELBECK AJAX..-... ...,...JAMES REI,IAR FOX...,... ......THOMAS WATTES CLEON..... ,....DORSEY WRIGHT SNOW.... ..BRIAN Tr'iER cocErsE. ,.......DAVID HARRIS COWBOY.... TOM MCKITIERICK REI,IBRANDT. .. j...MARCELINO SANCHEZ VERMIN.. ,......TERRY MICEOS MERCY..,.... .......DEBORAH VAN VAIKENBUREII CJIKU'. .. .ROGER HILL LUTHER......... .......DAVID PATRICKKELLY D.J, ,.,.. .....LyNr.I I,HTCPEN CANDY STORE GIRL..., . , . .GINN! ORTIZ GRAI.,IERCYRIFFS... , . , . .EDWARD SEIJER RON FERRELL FERNANDOCASTILI,O I{I,BERT EDI,{ARDS LARRY SEARS uI(E .tA.t4ES GREGORYCLEGHORNE GEORGE LEE I,IILES STANI,EV TT!{I.IS JOHN MAURICE JAMIE PERRY I,fINsmN YARDE ROGIJES.. ....,...JOEL WErSS HAROLD UILLER DAN BONNELL DAN BATTLES TO!,T JARUS MICHAEL GARIIELD CHRIS HARLEY MARK BAITZAR TURNBI'LLA.C.'s.. .......J.w. sl.{ITH CAI ST. JOHN JOE ZIMMARDI CARROTTE WII,I,fAM IIIILLIAI.IS MARVIN FOSTER JOIIN BARNES KEN THRET MICI{AEL JEFFREY .,...PAt'L GRECO APACIG RAMOS TONY MTCHAEL PANN NEA], GOLD JAMES MARGOLIN CHUCK MASON ANDY ENGEIS IAN COIIEN CIIARLES SERRANO CHARLES DOOIAN -3- BASEBALL FUR]ES . JERRY HEWTTT BOB RYDER JOSEPH BERGUAN RICIARD CIOTTI TONY LATHAM EUGENE BICKNEIi T. J. McNAMARA STEVEN JA}IES IANE RUOFF IiARRY MADSE]\I BILTY ANAGNOS JOHN GIBSON LIZZIES iISA MAURER KA:IE KLUGMAN DEE DEE BENREY JORDAN CAE IIARRELL DONNA RITCHIE DORAN CLARK PATTY BROWN IRIS AIAHANTI VfCTORIA VANDERKLOOT LAURA DE ],ANO SUKI ROTHCHILD HEIDI LYNCH PIJNKS CRAIG BAXLEY A.
    [Show full text]
  • A HISTORIAN's MEMOIR. by William H. Mcneill. Lexing
    History and Theory 46 (October 2007), xxx-xxx © Wesleyan University 2007 ISSN: 0018-2656 WILLIAM H. MCNEILL: LUCRETIUS AND MOSES IN WORLD HISTORY1 THE PURSUIT OF TRUTH: A HISTORIAN’S MEMOIR. By William H. McNeill. Lexing- ton: University Press of Kentucky, 2005. Pp. viii, 189. I The 1963 publication of William McNeill’s The Rise of the West was a great step forward for global historiography.2 The widespread attention to the book amount- ed to recognition of world history as a valid field of discourse both for the reading public and for historical scholars. Hugh Trevor-Roper, the Regius Professor of Modern History at Oxford and one of the most visible scholars in the historical profession, wrote a highly positive review in the New York Times Sunday book review section; The Rise of the West subsequently won a National Book Award.3 The book conveyed a compelling statement of past and present on a grand scale, a global vision accessible to a North American reading public that had just passed through the terrifying brinkmanship of the Cuban Missile Crisis; its author be- came a public intellectual.4 The book also facilitated discussion of broad patterns in the past by professional historians and confirmed McNeill, already a well-es- tablished historian of Europe, as the leading authority in world history, a field whose emergence owed much to his own work. The term “emergence” is, I think, appropriate. World history had long existed as a stimulating but marshy mix of narratives, compendia, theories, and pronounce- ments—arguably at the creative frontier of historical analysis but, realistically, below the surface of academic discourse in history.
    [Show full text]
  • Political Thought
    POLITICAL THOUGHT YEAR 14, NO 52, DECEMBER, SKOPJE 2016 POLITICAL ELITES, CITIZENSHIP AND SOCIAL CHANGES Publisher: Konrad Adenauer Foundation, Republic of Macedonia Institutefor Democarcy “Societas Civilis”, Skopje Founders: Dr. Gjorge Ivanov, Andreas Klein M.A. Politička misla - Editorial Board: Johannes D. Rey Konrad Adenauer Foundation, Germany Nenad Marković Institute for Democarcy “Societas Civilis”, Political Science Department, Faculty of Law “Iustinianus I”, Ss. Cyril and Methodius University in Skopje, Republic of Macedonia Ivan Damjanovski Institute for Democarcy “Societas Civilis”, Political Science Department, Faculty of Law “Iustinianus I”, Ss. Cyril and Methodius University in Skopje, Republic of Macedonia Hans-Rimbert Hemmer Emeritus professor of economics, Germany Claire Gordon London School of Economy and Political Science, England Robert Hislope Political Science Department, Union College, USA Ana Matan-Todorcevska Faculty of political science, Zagreb University, Croatia Predrag Cvetičanin University of Niš, Republic of Serbia Vladimir Misev OSCE Office for Democratic Institutions and Human Rights, Poland Sandra Koljačkova Konrad Adenauer Foundation, Republic of Macedonia Address: KONRAD-ADENAUER-STIFTUNG ul. Risto Ravanovski 8 MK - 1000 Skopje Phone: 02 3217 075; Fax: 02 3217 076 ; E-mail: [email protected]; Internet: www.kas.de INSTITUTE FOR DEMOCRACY “SOCIETAS CIVILIS” SKOPJE Mitropolit Teodosij Gologanov 42A/3 MK - 1000 Skopje; Phone/ Fax: 02 30 94 760; E-mail: [email protected]; Internet: www.idscs.org.mk E-mail: [email protected] Printing: Vincent grafika - Skopje Cover page design: Gjorgie Jovanoviќ Design & Technical preparation: Pepi Damjanovski Translation: Ognena Nikuljski Macedonian Language Editor: Elena Sazdovska English Language Editor: Susannah Haven Hightower The views expressed in the magazine are not the views of Konrad-Adenauer-Stiftung and the Institute for Democracy “Societas Civilis” Skopje.
    [Show full text]
  • Greek Empire - Empire, Alexander the Great, Hellenistic, Culture Greek Empire Empire, Alexander the Great, Hellenistic, Culture Ancient Greece Unit
    Greek Empire - empire, Alexander the Great, Hellenistic, culture Greek Empire empire, Alexander the Great, Hellenistic, culture Ancient Greece Unit This article is brought to you by the years 356 B.C.E to 323 B.C.E. What would you need to do in order for people to add "the great" to the end of your name? Get straight A's? No, that's not good enough. Make a new kind of phone? No . they don't call him Steve Jobs the Great. What then? How about take over all of the city-states around you and then expand your empire across nearly 3,000 miles and across different continents? Now we're talking. It's time to meet Alexander . the Great. Today, we have cities and states and countries that are ruled by a government. Many years ago, things looked very different. People lived in cities that acted like very small countries, called city states. Today, countries stay in one place, but two thousand years ago there was a lot more change. Instead of each city state being always a part of one county, they were constantly taken over by different leaders. If someone with a big army came through, you might have a new leader! An empire is a group of states or countries under one ruler. Greece was just a collection of city-states and colonies until a leader named Philip II fought away many of their enemies and brought them all together. They started to grow into something more. Of course, in order to become something really big, an empire needs a brave leader .
    [Show full text]
  • 2000 B.C.–300 B.C. Summary CHAPTER OVERVIEW a Rugged Greek Landscape Causes Creation of Independent City-States
    0017-wh10a-CIB-02 11/13/2003 12:04 PM Page 17 Name Date CHAPTER CHAPTERS IN BRIEF Classical Greece, 5 2000 B.C.–300 B.C. Summary CHAPTER OVERVIEW A rugged Greek landscape causes creation of independent city-states. They fight one another but unite to defeat invaders from Persia. Athens becomes the home of culture, but its empire collapses after years of war with Sparta. Alexander conquers Greece, the Persian Empire, and Egypt. After his death, a new culture blends influences from territory he conquered. 1 Cultures of the Mountains tells of the war with Troy. The Greeks also created and the Sea a rich set of myths. Many of them tried to explain KEY IDEA The shape of the land caused separate the world in terms of the actions of the Greek gods. groups of Greek-speaking peoples to develop societies in isolation from one another. 2 Warring City-States he lives of the ancient Greeks were shaped by KEY IDEA Greek culture produced many city-states. Tthe geography of their land. Greece is a rocky They had different forms of government, one of which is land with high mountains and deep valleys. It was democracy. difficult to move over this land. So, Greeks living in y 750 B.C., the center of Greek life was the different areas could not easily be united. Good Bpolis, or city-state. This name was given to farmland covered only a small part of Greece and Greek cities and the countryside villages surround- could not support many people. The Greeks had ing them.
    [Show full text]