The Crown of Thorns

Author:,

Publisher:Penn State Press

ISBN:0271075201

Total Pages:356

Viewed:1599

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Books Description:

Debates over postmodernism, analyses of knowledge and power, and the recurring issue of Heidegger's Nazism have all deepened questions about the relation between philosophy and the social roles of intellectuals. Against such postmodernist rejections of philosophical theory as mounted by Rorty and Lyotard, Richard Peterson argues that precisely reflection on rationality, in appropriate social terms, is needed to confront urgent political issues about intellectuals. After presenting a conception of intellectual mediation set within the modern division of labor, he offers an account of postmodern politics within which postmodern arguments against critical reflection are themselves treated socially and politically. Engaging thinkers as diverse as Kant, Hegel, Marx, Habermas, Foucault, and Bahktin, Peterson argues that a democratic conception and practice of philosophy is inseparable from democracy generally. His arguments about modern philosophy are tied to claims about the relation between liberalism and epistemology, and these in turn inform an account of impasses confronting contemporary politics. Historical arguments about the connections between postmodernist thought and practice are illustrated by discussions of the postmodernist dimensions of recent politics.

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The Democracy of Knowledge

Author:Daniel Innerarity

Publisher:Bloomsbury Publishing USA

ISBN:1623560330

Total Pages:224

Viewed:342

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This volume in the Political Theory and Contemporary Philosophy series extends democracy to knowledge in two ways. First, it argues that the issues science seeks to clarify are relevant for all citizens. Second, it explains that the fundamental problems faced by any democracy, such as the economic crisis, are not so much problems of political will as cognitive failures that must be resolved through both a greater knowledge of the realities over which we govern and a fine-tuning of the tools of governance. In fact, knowledge and related fields are spheres in which not only economic prosperity, but also democratic quality, are determined. Thus politics of knowledge and through knowledge has become a question of democratic citizenship. After introducing the concept of governing knowledge, the book discusses the political action of collective organization of uncertainty, before developing the idea of the cognitive challenge of the economy, revealed by today's economic crisis. A groundbreaking work by a renowned philosopher, it will be an accessible and fundamental resource for anyone interested in the relation of power to knowledge.

An Epistemic Theory of Democracy

Author:Robert E. Goodin,Kai Spiekermann

Publisher:Oxford University Press

ISBN:0192556479

Total Pages:512

Viewed:929

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Democracy has many attractive features. Among them is its tendency to track the truth, at least under certain idealized assumptions. That basic result has been known since 1785, when Condorcet published his famous jury theorem. But that theorem has typically been dismissed as little more than a mathematical curiosity, with assumptions too restrictive for it to apply to the real world. In An Epistemic Theory of Democracy, Goodin and Spiekermann propose different ways of interpreting voter independence and competence to make jury theorems more generally applicable. They go on to assess a wide range of familiar political practices and alternative institutional arrangements, to determine what constellation of them might most fully exploit the truth-tracking potential of majoritarian democracy. The book closes with a discussion of how epistemic democracy might be undermined, using as case studies the Trump and Brexit campaigns.

Knowledge Democracy

Author:Roel in 't Veld

Publisher:Springer Science & Business Media

ISBN:3642113818

Total Pages:397

Viewed:1076

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Knowledge democracy is an emerging concept that addresses the relationships between knowledge production and dissemination, as well as the functions of the media and democratic institutions. Although democracy has been the most successful concept of governance for societies for the last two centuries, representative democracy, which became the hallmark of advanced nation-states, seems to be in decline. Media politics is an important factor in the downfall of the original meaning of representation, yet more direct forms of democracy have not yet found an institutional embedding. Further, the Internet has also drastically changed the rules of the game, and a better educated public has broad access to information, selects for itself which types to examine, and ignores media filters. Some citizens have even become "media" themselves. In a time where the political agendas are filled with combatting so-called evils, new designs for the relationships between science, politics and media are needed. This book outlines the challenges entailed in pursuing a vital knowledge democracy.

The Crisis of Democratic Theory

Author:Edward A. PurcellJr.

Publisher:University Press of Kentucky

ISBN:0813146046

Total Pages:344

Viewed:1604

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Widely acclaimed for its originality and penetration, this award-winning study of American thought in the twentieth century examines the ways in which the spread of pragmatism and scientific naturalism affected developments in philosophy, social science, and law, and traces the effects of these developments on traditional assumptions of democratic theory.

Public Opinion

Author:Walter Lippmann

Publisher:Courier Corporation

ISBN:0486119904

Total Pages:240

Viewed:732

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A penetrative study of democratic theory and the role of citizens in a democracy, this classic by a two-time Pulitzer Prize-winner offers a prescient view of the media's function in shaping public perceptions.

Democratic Theory as Public Philosophy: The Alternative to Ideology and Utopia

Author:Norman Wintrop

Publisher:Routledge

ISBN:1351774727

Total Pages:304

Viewed:697

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This title was first published in 2000: This text contends that there are pronounced ideological (apologetic) and utopian biases in how democracy is now viewed by most academic writers, politicians and journalists. Ideological biases result from democracy being seen in formal and procedural ways as parliaments, free elections and competitive parties and pressure groups - irrespective of the standards which guide or the effects produced by these procedures. Utopian democrats reject this narrow empiricism for normative approaches and, instead of realistic norms, they offer impractical, perfectionist and counter-productive standards and goals. As the alternative to ideology and utopia, the author builds upon and draws conclusions from a realistic and normative, public philosophic tradition of writing on democratic politics. This tradition is explained and illustrated by critical responses to Walter Lippman's conception of public philosophy, Lippman's activity as a public philosopher, and the work of major democratic theorists from Alexis de Tocqueville to Giovanni Sartori.

Science in Democracy

Author:Mark B. Brown

Publisher:MIT Press

ISBN:0262258056

Total Pages:370

Viewed:586

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An argument that draws on canonical and contemporary thinkers in political theory and science studies—from Machiavelli to Latour—for insights on bringing scientific expertise into representative democracy. Public controversies over issues ranging from global warming to biotechnology have politicized scientific expertise and research. Some respond with calls for restoring a golden age of value-free science. More promising efforts seek to democratize science. But what does that mean? Can it go beyond the typical focus on public participation? How does the politics of science challenge prevailing views of democracy? In Science in Democracy, Mark Brown draws on science and technology studies, democratic theory, and the history of political thought to show why an adequate response to politicized science depends on rethinking both science and democracy. Brown enlists such canonical and contemporary thinkers as Machiavelli, Hobbes, Rousseau, Dewey, and Latour to argue that the familiar dichotomy between politics and science reinforces a similar dichotomy between direct democracy and representative government. He then develops an alternative perspective based on the mutual shaping of participation and representation in both science and politics. Political representation requires scientific expertise, and scientific institutions may become sites of political representation. Brown illustrates his argument with examples from expert advisory committees, bioethics councils, and lay forums. Different institutional venues, he shows, mediate different elements of democratic representation. If we understand democracy as an institutionally distributed process of collective representation, Brown argues, it becomes easier to see the politicization of science not as a threat to democracy but as an opportunity for it.

The Political Classroom

Author:Diana E. Hess,Paula McAvoy

Publisher:Routledge

ISBN:1317575024

Total Pages:248

Viewed:1167

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WINNER 2016 Grawemeyer Award in Education Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.

The Oxford Handbook of Africa and Economics

Author:Célestin Monga,Justin Yifu Lin

Publisher:OUP Oxford

ISBN:0191510750

Total Pages:608

Viewed:878

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For a long time, economic research on Africa was not seen as a profitable venture intellectually or professionally-few researchers in top-ranked institutions around the world chose to become experts in the field. This was understandable: the reputation of Africa-centered economic research was not enhanced by the well-known limitations of economic data across the continent. Moreover, development economics itself was not always fashionable, and the broader discipline of economics has had its ups and downs, and has been undergoing a major identity crisis because it failed to predict the Great Recession. Times have changed: many leading researchers-including a few Nobel laureates-have taken the subject of Africa and economics seriously enough to devote their expertise and creativity to it. They have been amply rewarded: the richness, complexities, and subtleties of African societies, civilizations, rationalities, and ways of living, have helped renew the humanities and the social sciences-and economics in particular-to the point that the continent has become the next major intellectual frontier to researchers from around the world. In collecting some of the most authoritative statements about the science of economics and its concepts in the African context, this lhandbook (the first of two volumes) opens up the diverse acuity of commentary on exciting topics, and in the process challenges and stimulates the quest for knowledge. Wide-ranging in its scope, themes, language, and approaches, this volume explores, examines, and assesses economic thinking on Africa, and Africa's contribution to the discipline. The editors bring a set of powerful resources to this endeavor, most notably a team of internationally-renowned economists whose diverse viewpoints are complemented by the perspectives of philosophers, political scientists, and anthropologists.

Competences for democratic culture

Author:Council of Europe

Publisher:Council of Europe

ISBN:928718304X

Total Pages:76

Viewed:1413

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A new Council of Europe reference framework of competences for democratic culture! Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe. Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum. This book presents a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies. The model is the product of intensive work over a two-year period, and has been strongly endorsed in an international consultation with leading educational experts. The book describes the competence model in detail, together with the methods used to develop it. The model provides a robust conceptual foundation for the future development of curricula, pedagogies and assessments in democratic citizenship and human rights education. Its application will enable educational systems to be harnessed effectively for the preparation of students for life as engaged and tolerant democratic citizens. The book forms the first component of a new Council of Europe reference framework of competences for democratic culture. It is vital reading for all educational policy makers and practitioners who work in the fields of education for democratic citizenship, human rights education and intercultural education.

Education for Democratic Citizenship

Author:Bernard Crick

Publisher:Routledge

ISBN:1351941569

Total Pages:192

Viewed:645

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Books Description:

This important volume provides a comprehensive study of the concept of democratic citizenship (including its conditions and pre-requisites), which has an established place in higher education courses in politics, social policy, sociology and social philosophy. The contributing political philosophers and educational theorists collectively provide a critical commentary on the assumptions, principles and presuppositions associated with the idea of education for active democratic citizenship. This book presents an invaluable combination of original essays from established authors and previously published seminal articles specially revised for the volume.

Democracy and Education

Author:John Dewey

Publisher:Good Press

ISBN:

Total Pages:363

Viewed:1716

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Books Description:

"Democracy and Education" by John Dewey. Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten−or yet undiscovered gems−of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format.

Post-Political and its Discontents

Author:Japhy Wilson

Publisher:Edinburgh University Press

ISBN:0748682988

Total Pages:224

Viewed:406

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Our age is celebrated as the triumph of liberal democracy. Yet it is also marked by a narrowing of party differences, a decline in voter participation, a rise in nationalist and religious fundamentalisms and an explosion of popular protests that challenge technocratic governance and the power of markets in the name of democracy itself. This book seeks to make sense of this situation by critically engaging with the influential theory of 'the post-political' developed by Chantal Mouffe, Jacques Ranciere, Slavoj ?i?ek and others. Through a multi-dimensional and fiercely contested assessment of contemporary depoliticization, 'The Post-Political and Its Discontents' urges us to confront the closure of our political horizons, and to re-imagine the possibility of emancipatory change.

The Politics of Expertise

Author:Stephen P. Turner

Publisher:Routledge

ISBN:1134644167

Total Pages:338

Viewed:2000

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Books Description:

This book collects case studies and theoretical papers on expertise, focusing on four major themes: legitimation, the aggregation of knowledge, the distribution of knowledge and the distribution of power. It focuses on the institutional means by which the distribution of knowledge and the distribution of power are connected, and how the problems of aggregating knowledge and legitimating it are solved by these structures. The radical novelty of this approach is that it places the traditional discussion of expertise in democracy into a much larger framework of knowledge and power relations, and in addition begins to raise the questions of epistemology that a serious account of these problems requires.

Govering for the Environment

Author:B. Gleeson,N. Low

Publisher:Springer

ISBN:0333977629

Total Pages:255

Viewed:1818

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Governing for the Environment explores one of the dimensions of the value-knowledge system needed in any movement towards humane governance for the planet: the ecological sustainability and integrity of the Earth's environment. The book begins from the premise that whilst environmental knowledge and values have developed rapidly, their development must not overwhelm consideration of other core 'humane' values: peace, social justice, and human rights. The book's contributors explore a variety of ethical issues that must inform future global regulation of the Earth's environment.

Pluralism, Democracy and Political Knowledge

Author:Hans Blokland

Publisher:Routledge

ISBN:1317079566

Total Pages:392

Viewed:1315

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The political discontent or malaise that typifies most modern democracies is mainly caused by the widely shared feeling that the political freedom of citizens to influence the development of their society and, related to this, their personal life, has become rather limited. We can only address this discontent when we rehabilitate politics, the deliberate, joint effort to give direction to society and to make the best of ourselves. In Pluralism, Democracy and Political Knowledge, Hans Blokland examines this challenge via a critical appraisal of the pluralist conception of politics and democracy. This conception was formulated by, above all, Robert A. Dahl, one of the most important political scholars and democratic theorists of the last half century. Taking his work as the point of reference, this book not only provides an illuminating history of political science, told via Dahl and his critics, it also offers a revealing analysis as to what progress we have made in our thinking on pluralism and democracy, and what progress we could make, given the epistemological constraints of the social sciences. Above and beyond this, the development and the problems of pluralism and democracy are explored in the context of the process of modernization. The author specifically discusses the extent to which individualization, differentiation and rationalization contribute to the current political malaise in those countries which adhere to a pluralist political system.

The State and the Politics of Knowledge

Author:Michael W. Apple

Publisher:Routledge

ISBN:1135951381

Total Pages:268

Viewed:1577

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Books Description:

The State and the Politics of Knowledge extends the insightful arguments Michael Apple provided in Educating the "Right" Way in new and truly international directions. Arguing that schooling is, by definition, political, Apple and his co-authors move beyond a critical analysis to describe numerous ways of interrupting dominance and creating truly democratic and realistic alternatives to the ways markets, standards, testing, and a limited vision of religion are now being pressed into schools.