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Colonial Capitalism and the Dilemmas of Liberalism
by Onur Ulas InceBy the mid-nineteenth century, Britain celebrated its possession of a unique "empire of liberty" that propagated the rule of private property, free trade, and free labor across the globe. The British also knew that their empire had been built by conquering overseas territories, trading slaves, and extorting tribute from other societies. Set in the context of the early-modern British Empire, Colonial Capitalism and the Dilemmas of Liberalism paints a striking picture of these tensions between the illiberal origins of capitalism and its liberal imaginations in metropolitan thought. Onur Ulas Ince combines an analysis of political economy and political theory to examine the impact of colonial economic relations on the development of liberal thought in Britain. He shows how a liberal self-image for the British Empire was constructed in the face of the systematic expropriation, exploitation, and servitude that built its transoceanic capitalist economy. The resilience of Britain's self-image was due in large part to the liberal intellectuals of empire, such as John Locke, Edmund Burke, and Edward Gibbon Wakefield, and their efforts to disavow the violent transformations that propelled British colonial capitalism. Ince forcefully demonstrates that liberalism as a language of politics was elaborated in and through the political economic debates around the contested meanings of private property, market exchange, and free labor. Weaving together intellectual history, critical theory, and colonial studies, this book is a bold attempt to reconceptualize the historical relationship between capitalism, liberalism, and empire in a way that continues to resonate with our present moment.
The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice (History and Philosophy of Education Series)
by Derrick Darby John L. RuryAmerican students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice (History and Philosophy of Education Series)
by Derrick Darby John L. RuryAmerican students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice (History and Philosophy of Education Series)
by Derrick Darby John L. RuryAmerican students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice (History and Philosophy of Education Series)
by Derrick Darby John L. RuryAmerican students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice (History and Philosophy of Education Series)
by Derrick Darby John L. RuryAmerican students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice (History and Philosophy of Education Series)
by Derrick Darby John L. RuryAmerican students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
Combining Minds: How to Think about Composite Subjectivity (Philosophy of Mind Series)
by Luke RoelofsCombining Minds is about the idea of minds built up out of other minds, whether this is possible, and what it would mean if it were. Roelofs surveys many areas of philosophy and psychology, analysing and evaluating denials and affirmations of mental combination that have been made in regard to everything from brain structure, to psychological conflict, to social cooperation. In each case, he carefully distinguishes different senses in which subjectivity might be composite, and different arguments for and against them, concluding that composite subjectivity, in various forms, may be much more common than we think. Combining Minds is also the first book-length defence of constitutive panpsychism against all aspects of the 'combination problem'. Constitutive panpsychism is an increasingly prominent theory, holding that consciousness is naturally inherent in matter, with human consciousness built up out of this basic consciousness the same way human bodies are built up out of physical matter. Such a view requires that many very simple conscious minds can compose a single very complex one, and a major objection made against constitutive panpsychism is that they cannot - that minds simply do not combine. This is the combination problem, which Roelofs scrutinizes, dissects, and refutes. It reflects not only contemporary debates but a long philosophical tradition of contrasting the apparently indivisible unity of the mind with the deep and pervasive divisibility of the material world. Combining Minds draws together the threads of this problem and develops a powerful and flexible response to it.
Common Sense in the Scottish Enlightenment (Mind Association Occasional Series)
by C. B. BowCommon sense philosophy was one of eighteenth-century Scotland's most original intellectual products. It developed as a viable alternative to modern philosophical scepticism, known as the 'Ideal Theory' or 'the way of ideas'. The nine specially written essays in this volume explore the philosophical and historical significance of common sense philosophy in the Scottish Enlightenment. Thomas Reid and David Hume feature prominently as influential authors of competing ideas in the history and philosophy of common sense. The contributors recover anticipations of Reid's version of common sense in seventeenth-century Scottish scholasticism; revaluate Reid's position in the realism versus sentimentalism dichotomy; shed new light on the nature of the 'constitution' in the anatomy of the mind; identify changes in the nature of sense perception throughout Reid's published and unpublished works; examine Reid on the non-theist implications of Hume's philosophy; show how 'polite' literature shaped James Beattie's version of common sense; reveal Hume's response to common sense philosophers; explore English criticisms of the Scottish 'school', and how Dugald Stewart's refashioning of common sense responded to a new age and the British reception of German Idealism. In recovering the ways in which Scottish common sense philosophy developed during the long eighteenth century, this volume takes an important step toward a more complete understanding of 'the Scottish philosophy' and British philosophy more broadly in the age of Enlightenment.
Communication Research Methods In Postmodern Culture: A Revisionist Approach
by Larry Z. LeslieThe second edition of Communication Research Methods in Postmodern Culture continues to explore research from a postmodern perspective. Typical qualitative and quantitative research methods are adjusted to fit the needs of contemporary culture. Each chapter is updated with new information and fresh examples. Included in the second edition is a new chapter on Internet and social media research. The author uses straightforward and easy-to-understand language. Both individual and group projects are among the suggested activities. This book is important for the study of communication in a changing political, social, economic, and technological environment.
Communication Research Methods In Postmodern Culture: A Revisionist Approach
by Larry Z. LeslieThe second edition of Communication Research Methods in Postmodern Culture continues to explore research from a postmodern perspective. Typical qualitative and quantitative research methods are adjusted to fit the needs of contemporary culture. Each chapter is updated with new information and fresh examples. Included in the second edition is a new chapter on Internet and social media research. The author uses straightforward and easy-to-understand language. Both individual and group projects are among the suggested activities. This book is important for the study of communication in a changing political, social, economic, and technological environment.
Communicative Competence, Classroom Interaction, and Educational Equity: The Selected Works of Courtney B. Cazden
by Courtney B. CazdenIn the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers thus are able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include: Michael Apple, James A. Banks, Joel Spring, William F. Pinar, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, and Peter Jarvis. In this volume, Courtney B. Cazden, renowned educational sociolinguist, brings together a selection of her seminal work, organized around three themes: development of individual communicative competence in both oral and written language and discourse; classroom interaction in learning and teaching; and social justice/educational equity issues in wider contexts beyond the classroom. Since the 1970s, Cazden has been a key figure in the ethnography of schooling, focusing on children’s linguistic development (both oral and written) and the functions of language in formal education, primarily but not exclusively in the United States. Combining her experiences as a former primary schoolteacher with the insight and methodological rigor of a trained ethnographer and linguist, Cazden helped to establish ethnography and discourse analysis as central methodologies for analyzing classroom interaction. This capstone volume highlights her major contributions to the field.
Communicative Competence, Classroom Interaction, and Educational Equity: The Selected Works of Courtney B. Cazden
by Courtney B. CazdenIn the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers thus are able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include: Michael Apple, James A. Banks, Joel Spring, William F. Pinar, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, and Peter Jarvis. In this volume, Courtney B. Cazden, renowned educational sociolinguist, brings together a selection of her seminal work, organized around three themes: development of individual communicative competence in both oral and written language and discourse; classroom interaction in learning and teaching; and social justice/educational equity issues in wider contexts beyond the classroom. Since the 1970s, Cazden has been a key figure in the ethnography of schooling, focusing on children’s linguistic development (both oral and written) and the functions of language in formal education, primarily but not exclusively in the United States. Combining her experiences as a former primary schoolteacher with the insight and methodological rigor of a trained ethnographer and linguist, Cazden helped to establish ethnography and discourse analysis as central methodologies for analyzing classroom interaction. This capstone volume highlights her major contributions to the field.
The Communist Manifesto & Selected Writings: & Selected Writings (Macmillan Collector's Library #159)
by Karl MarxDesigned to appeal to the booklover, the Macmillan Collector's Library is a series of beautiful gift editions of much loved classic titles. Macmillan Collector's Library are books to love and treasure. This edition contains the most salient extracts from Marx's great work, selected and introduced by Hugh Griffith.Karl Marx’s Communist Manifesto, first printed just before the French revolution of 1848, is his most accessible and famous work. In his powerful call to arms, Marx expounds his famous theory that class struggle is the real determinant of historical change. Next in this volume comes his treatise, Wages, Price and Profit, written in 1865, which serves as an accessible introduction to the ideas which Marx went on to develop in Capital, his masterful, multi-volume analysis of how the world was irreversibly changed by the industrial revolution. Whilst old-style Marxism is now dead and buried, today's conflicts within capitalism are as sharp as ever and Marx’s brilliant, painstaking writings remain incredibly relevant.
Community and Loyalty in American Philosophy: Royce, Sellars, and Rorty (Routledge Studies in American Philosophy)
by Steven A. MillerAmerican pragmatism has always had at its heart a focus on questions of communities and ethics. This book explores the interrelated work of three thinkers influenced by the pragmatist tradition: Josiah Royce, Wilfrid Sellars, and Richard Rorty. These thinkers’ work spanned the range of twentieth-century philosophy, both historically and conceptually, but all had common concerns about how morality functions and what we can hope for in our interactions with others. Steven Miller argues that Royce, Sellars, and Rorty form a traditional line of inheritance, with the thought of each developing upon the best insights of the ones prior. Furthermore, he shows how three divergent views about the function, possibilities, and limits of moral community coalesce into a key narrative about how best we can work with and for other people, as we strive to come to think of widely different others as somehow being morally considerable as "one of us."
Community and Loyalty in American Philosophy: Royce, Sellars, and Rorty (Routledge Studies in American Philosophy)
by Steven A. MillerAmerican pragmatism has always had at its heart a focus on questions of communities and ethics. This book explores the interrelated work of three thinkers influenced by the pragmatist tradition: Josiah Royce, Wilfrid Sellars, and Richard Rorty. These thinkers’ work spanned the range of twentieth-century philosophy, both historically and conceptually, but all had common concerns about how morality functions and what we can hope for in our interactions with others. Steven Miller argues that Royce, Sellars, and Rorty form a traditional line of inheritance, with the thought of each developing upon the best insights of the ones prior. Furthermore, he shows how three divergent views about the function, possibilities, and limits of moral community coalesce into a key narrative about how best we can work with and for other people, as we strive to come to think of widely different others as somehow being morally considerable as "one of us."
Community Literacies as Shared Resources for Transformation (Expanding Literacies in Education)
by Joanne Larson George H. MosesThrough multiple narratives reflecting the complexity of participatory action research partnerships for social justice, this book sheds light on the dialogic spaces that intentionally support community literacies and rhetorical practices for inquiry and change. Applying literacy as social practice, Larson and Moses tell a story of a unique collaboration between community members and university faculty and students, who together transformed an urban corner store into a cornerstone of the community. Building on the emerging field of community literacies, the book captures the group’s active work on the ground and, on another level, how transformation occurred in the dialogic spaces of the research team as it learned to embrace distributed expertise and multiple identities.
Community Literacies as Shared Resources for Transformation (Expanding Literacies in Education)
by Joanne Larson George H. MosesThrough multiple narratives reflecting the complexity of participatory action research partnerships for social justice, this book sheds light on the dialogic spaces that intentionally support community literacies and rhetorical practices for inquiry and change. Applying literacy as social practice, Larson and Moses tell a story of a unique collaboration between community members and university faculty and students, who together transformed an urban corner store into a cornerstone of the community. Building on the emerging field of community literacies, the book captures the group’s active work on the ground and, on another level, how transformation occurred in the dialogic spaces of the research team as it learned to embrace distributed expertise and multiple identities.
COMPARATIVE AREA STUDIES C: Methodological Rationales and Cross-Regional Applications
by Ariel I. Ahram, Patrick Köllner and Rudra SilIn the post-World War II era, the emergence of 'area studies' marked a signal development in the social sciences. As the social sciences evolved methodologically, however, many dismissed area studies as favoring narrow description over general theory. Still, area studies continues to plays a key, if unacknowledged, role in bringing new data, new theories, and valuable policy-relevant insights to social sciences. In Comparative Area Studies, three leading figures in the field have gathered an international group of scholars in a volume that promises to be a landmark in a resurgent field. The book upholds two basic convictions: that intensive regional research remains indispensable to the social sciences and that this research needs to employ comparative referents from other regions to demonstrate its broader relevance. Comparative Area Studies (CAS) combines the context-specific insights from traditional area studies and the logic of cross- and inter-regional empirical research. This first book devoted to CAS explores methodological rationales and illustrative applications to demonstrate how area-based expertise can be fruitfully integrated with cutting-edge comparative analytical frameworks.
Comparative Studies in Asian and Latin American Philosophies: Cross-Cultural Theories and Methodologies
by Stephanie Rivera Berruz Leah KalmansonComparative philosophy is an important site for the study of non-Western philosophical traditions, but it has long been associated with “East-West” dialogue. Comparative Studies in Asian and Latin American Philosophies shifts this trajectory to focus on cross-cultural conversations across Asia and Latin America.A team of international contributors discuss subjects ranging from Orientalism in early Latin American studies of Asian thought to liberatory politics in today's globalized world. They bring together resources including Latin American feminism, Aztec teachings on ethics, Buddhist critiques of essentialism, and Confucian morality. Chapters address topics such as educational reform, the social practices surrounding breastfeeding, martial arts as political resistance, and the construction of race and identity. Together the essays reflect the philosophical diversity of Asia and Latin America while foregrounding their shared concerns on issues of Eurocentrism and coloniality. By bringing these critical perspectives to bear on the theories and methods of cross-cultural philosophy, Comparative Studies in Asian and Latin American Philosophies offers new insights into the nature and practice of philosophical comparison.
Compassion Inc.: Unleashing the Power of Empathy in Life and Business
by Gaurav SinhaBe inspired to transform your business to change the world.Do you ever wonder how successful businesses can be used as a force for good? Do you sometimes feel conflicted by the principles of capitalism? Do you wish to change the world around you whilst doing what you love?In this book, Gaurav Sinha, world-class businessman and entrepreneur, founder of Insignia in 2003, outlines the economics of empathy for life and for business. He offers actionable solutions to maintaining a successful trade in a changing global landscape where conscience, ethics, and authenticity are high on the agenda.The world is changing, perceptions are shifting, consumers are evolving, and this book will ensure your business keeps up.
Compassionate Moral Realism
by Colin MarshallColin Marshall offers a ground-up defense of objective morality, drawing inspiration from a wide range of philosophers, including John Locke, Arthur Schopenhauer, Iris Murdoch, Nel Noddings, and David Lewis. Marshall's core claim is compassion is our capacity to perceive other creatures' pains, pleasures, and desires. Non-compassionate people are therefore perceptually lacking, regardless of how much factual knowledge they might have. Marshall argues that people who do have this form of compassion thereby fit a familiar paradigm of moral goodness. His argument involves the identification of an epistemic good which Marshall dubs "being in touch". To be in touch with some property of a thing requires experiencing it in a way that reveals that property - that is, experiencing it as it is in itself. Only compassion, Marshall argues, lets us be in touch with others' motivational mental properties. This conclusion about compassion has two important metaethical consequences. First, it generates an answer to the question "Why be moral?", which has been a central philosophical concern since Plato. Second, it provides the keystone for a novel form of moral realism. This form of moral realism has a distinctive set of virtues: it is anti-relativist, naturalist, and able to identify a necessary connection between moral representation and motivation. The view also implies that there is an epistemic asymmetry between virtuous and vicious agents, according to which only morally good people can fully face reality.
Compromise and Disagreement in Contemporary Political Theory (Routledge Innovations in Political Theory)
by Christian F. Rostbøll Theresa ScaveniusUntil recently, discussions of compromise have been largely absent in political theory. However, political theorists have become increasingly interested in understanding the practice and justification of compromise in politics. This interest is connected to the increased concern with pluralism and disagreement. Compromise and Disagreement in Contemporary Political Theory provides a critical discussion of when and to what extent compromise is the best response to pluralism and disagreement in democratic decision-making and beyond. Christian F. Rostbøll and Theresa Scavenius draw together the work of ten established and emerging scholars to provide different perspectives on compromise. Organized into four parts, the book begins by discussing the justification and limits of compromise. Part 2 discusses the practice of compromise and considers the ethics required for compromise as well as the institutions that facilitate compromise. Part 3 focuses on pluralism and connects the topic of compromise to current discussions in political theory on public reason, political liberalism, and respect for diversity. Part 4 discusses different challenges to compromise in the context of the current political environment. The book will be of interest to a wide range of scholars in the social sciences, philosophy, and law. It will be useful in introducing scholars to a variety of approaches to compromise and as readings for graduate courses in political theory and political philosophy, ethics, the history of ideas, and the philosophy of law.
Compromise and Disagreement in Contemporary Political Theory (Routledge Innovations in Political Theory)
by Christian Rostboll Theresa ScaveniusUntil recently, discussions of compromise have been largely absent in political theory. However, political theorists have become increasingly interested in understanding the practice and justification of compromise in politics. This interest is connected to the increased concern with pluralism and disagreement. Compromise and Disagreement in Contemporary Political Theory provides a critical discussion of when and to what extent compromise is the best response to pluralism and disagreement in democratic decision-making and beyond. Christian F. Rostbøll and Theresa Scavenius draw together the work of ten established and emerging scholars to provide different perspectives on compromise. Organized into four parts, the book begins by discussing the justification and limits of compromise. Part 2 discusses the practice of compromise and considers the ethics required for compromise as well as the institutions that facilitate compromise. Part 3 focuses on pluralism and connects the topic of compromise to current discussions in political theory on public reason, political liberalism, and respect for diversity. Part 4 discusses different challenges to compromise in the context of the current political environment. The book will be of interest to a wide range of scholars in the social sciences, philosophy, and law. It will be useful in introducing scholars to a variety of approaches to compromise and as readings for graduate courses in political theory and political philosophy, ethics, the history of ideas, and the philosophy of law.
COMPULSION IN RELIGION C: Saddam Hussein, Islam, and the Roots of Insurgencies in Iraq
by Samuel HelfontSamuel Helfont draws on extensive research with Ba'thist archives to investigate the roots of the religious insurgencies that erupted in Iraq following the American-led invasion in 2003. In looking at Saddam Hussein's policies in the 1990s, many have interpreted his support for state-sponsored religion as evidence of a dramatic shift away from Arab nationalism toward political Islam. While Islam did play a greater role in the regime's symbols and Saddam's statements in the 1990s than it had in earlier decades, the regime's internal documents challenge this theory. The "Faith Campaign" Saddam launched during this period was the culmination of a plan to use religion for political ends, begun upon his assumption of the Iraqi presidency in 1979. At this time, Saddam began constructing the institutional capacity to control and monitor Iraqi religious institutions. The resulting authoritarian structures allowed him to employ Islamic symbols and rhetoric in public policy, but in a controlled manner. Saddam ultimately promoted a Ba'thist interpretation of religion that subordinated it to Arab nationalism, rather than depicting it as an independent or primary political identity. The point of this examination of Iraqi history, other than to correct the current understanding of Saddam Hussein's political use of religion throughout his presidency, is to examine how Saddam's controlled use of religion was dismantled during the US-Iraq war, and consequently set free extremists that were suppressed under his regime. When the American-led invasion destroyed the regime's authoritarian structures, it unwittingly unhinged the forces that these structures were designed to contain, creating an atmosphere infused with religion, but lacking the checks provided by the former regime. Groups such as the Sadrists, al-Qaida, and eventually the Islamic State emerged out of this context to unleash the insurgencies that have plagued post-2003 Iraq.