Liberalism in its Original Sense : Milton Friedman in Conversation with Progressive. Education. Jacob Fay Harvard Graduate School of Education
|
|
- Kimberly Garrison
- 6 years ago
- Views:
Transcription
1 Liberalism in its Original Sense : Milton Friedman in Conversation with Progressive Education Jacob Fay Harvard Graduate School of Education Society of U.S. Intellectual History Conference, November 1, 2013 Please do not cite or circulate without author s permission.
2 In a single narrative of school reform, John Dewey and Milton Friedman are rarely, if at all, juxtaposed. This is an arresting thought. On the one hand, Dewey is ubiquitous in the vast majority of scholarship about the progressive education movement. On the other hand, historians of education describe Friedman even his early writings from the 1950s as the originator of the school choice movement that gained traction in the 1980s. 1 But Friedman can also be seen as part of the backlash against progressive education that marked the late 1940s through the 1960s. This conflict is typically portrayed as an attack on progressive pedagogy. 2 While not incorrect, this misses a profound aspect of the midcentury criticism of progressive education: its part in a broader struggle over the meaning of American liberalism. Friedman certainly participated in that broader struggle yet, with few exceptions, he is absent from historical scholarship about progressive education in the 1950s. 3 Easily lost amidst the talk of child-centered schools, individual growth, and education for democracy is the way educational progressives sought to reframe American political values through education in first half of the twentieth century. Dewey s Democracy and Education, perhaps the definitive text of progressive education, exemplified this reframing project. For Dewey, human experience was inextricably social and was defined by a constant of growth and development. Experience was also, to some extent, teleological; it aimed for ever-greater freedom. Because growth happened in a 1 For a history of school choice, see Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice are Undermining Education (New York: Basic Books, 2010), See Lawrence Cremin, The Transformation of the School: Progressivism in American Education, (New York: Vintage Books, 1961); Patricia Graham, Progressive Education: From Aracady to Academe (New York: Teachers College Press, 1967); Diane Ravitch, The Troubled Crusade: American Education, (New York: Basic Books, Inc., 1983); David Tyack, One Best System: A History of American Urban Education (Cambridge, MA: Harvard University Press, 1974). 3 The list of histories of progressive education that contain no mention to Friedman is extensive. For one in which he is considered, albeit briefly, see Andrew Hartman, Education and The Cold War: The Battle for the American School (New York: Palgrave MacMillan, 2008). 1
3 social context, the expansion of freedom, Dewey thought, was inextricably linked to forms of social organization. Some forms of social organization encouraged the expansion of freedom while others, by their nature, restricted it. For Dewey, democracy was the form of social organization most characterized by a greater diversity of interests and freer interaction between social groups. 4 In this way, democracy was liberatory; its very qualities created an ever-expanding and changing set of shared purposes between individuals that broke down barriers of class, race and national territory which kept men from perceiving the full import of their activity. 5 Dewey believed that liberalism had played a crucial part in bringing human history to the point of democracy, but he wondered what role, if any, liberalism still had in contemporary society. To answer that question, Dewey examined the evolution of liberalism, beginning with John Locke s illumination of a set of rights life, liberty and property that individuals held prior to any sort of political association. Freedom, on the Lockean account, was the exercise of these rights free from the constraints of other individuals or groups. Dewey pointed out how this form of liberalism had been instrumental in emancipating the individual from the restrictions imposed on them by the inherited form of social organization. 6 But the Lockean liberal project, he continued, had not given enough consideration to the importance of social organization in promoting individual freedom. Through their criticism and analysis, early liberals had released important forces from their constraints, but they had not given these forces any direction. 4 John Dewey, Democracy and Education (New York: MacMillan and Co., 1916), Ibid, John Dewey, Liberalism and Social Action, in The Later Works: , Vol. 11: , ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1987), 23. 2
4 Dewey concluded that Lockean liberalism was not applicable to the social organization of democracy. For one thing, Lockean liberalism was overly individualistic to the extent that it set the individual in opposition to organized social action. 7 Using the rapid growth of free-market capitalism as an example, Dewey argued that the emphasis on individual freedoms actually had the inverse effect of limiting individual freedoms for the majority of people in society. Building from that point, Dewey claimed that Lockean liberalism assumed that the individual possession of rights was enough to guarantee freedom. Again, Dewey argued that the example of industrial capitalism demonstrated otherwise. The possession of rights was a necessary but not sufficient premise, because it did not account for how rights were experienced. The effective exercise of rights was irrevocably connected to the form of social organization. For liberalism to continue to be relevant to modern society, it had to recognize the relationship between the individual and society and it had to account for, in particular, democratic social organization. For liberalism to cohere with democracy, it had to address how freedom, in Dewey s words, shall be fed, sustained and directed. 8 This meant a number of adjustments to the working conception of liberalism. Freedom was, first and foremost always a social question, not an individual one. For the liberties that any individual actually has depends on the distribution of powers or liberties that exists, and this distribution is identical with actual social arrangements, legal and political and, at the present time, economic, in a peculiarly important way. 9 7 Ibid, 7. 8 Ibid, John Dewey, Liberty and Social Control, in The Later Works: , Vol. 11: , ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1987),
5 The form of social organization determined the degree of individual freedom in society. Dewey also imbued liberty with a positive quality; as he put it, liberty was the effective power to do specific things. 10 Freedom was not simply possessed it was experienced. While both of these claims may have been shocking to a Lockean liberal, it was the way that Dewey interpreted these claims that truly highlighted what he thought was a paradigm shift in liberalism. He suggested that a democratic state might be justified in limiting the individual powers or rights central to Lockean liberalism if the goal of such a limit was greater social efficiency, which Dewey meant as greater effective freedom to all. 11 Moreover, this form of social control was something to which Dewey argued liberalism was committed 12 it liberated individuals through the development of their capacity for freedom. Thus, social change, he wrote, has to be so controlled that it will move to some end in accordance with the principles of life, since life itself is development. 13 It was precisely Dewey s reinterpretation of liberalism that Friedman rejected. For Friedman, the individual was at the core of liberalism, and this fact entailed a sharp division between the individual and society. To the free man, he claimed, the country is the collection of individuals who compose it, not something over and above them. 14 For Friedman, there was no meaningful collective sense of freedom, no social 10 Dewey, Liberty and Social Control, John Dewey, Force and Coercion, in The Middle Works: , Vol. 10: , ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1980), Dewey suggested that liberalism supported social control through intelligent action rather than indoctrination. Intelligent action, as opposed to indoctrination, was a process whereby knowledge was acquired without impregnating the individual with some final philosophy ; but rather by enabling him to so understand existing conditions that an attitude of intelligent action will follow from social understanding. See John Dewey, The Challenge of Democracy to Education, in The Later Works: , Vol. 11: , ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1987), Dewey, Liberty and Social Action, Milton Friedman, Capitalism and Freedom (Chicago, IL: University of Chicago Press, 2002 [1962]),
6 organization that guaranteed freedom. The proper name for the political and economic viewpoint of the free man, Friedman thought, was liberalism. But the term as understood by Dewey and other progressives had, in Friedman s view, been so grossly misused in the United States that it had become unrecognizable. Worse, he thought, the perpetrators of this confusion had succeeded in positioning supporters of traditional liberalism as conservatives, a label he rejected in his 1962 work Capitalism and Freedom. Thus, he explained: Perhaps because of my reluctance to surrender the term to proponents of measures that would destroy liberty, partly because I cannot find a better alternative, I shall resolve these difficulties by using the word liberalism in its original sense as the doctrines pertaining to a free man. 15 Though articulated in greater detail in 1962, Friedman s commitment to the form of liberalism that Dewey had spurned was already present in an article entitled The Role of Government in Education that he published during the height of the criticism of progressive education. The ideal society guiding Friedman s work in that article was a society that takes freedom of the individual, or more realistically the family, as its ultimate objective, and seeks to further this objective by relying primarily on voluntary exchange among individuals for the organization of economic activity. 16 He also stipulated that in such an economy, the primary role of government was solely to preserve the rules of the game by enforcing contracts, preventing coercion, and keeping markets free. 17 By defining these political and economic ends, Friedman instituted a role reversal. Dewey and many other progressives had used education as a means to reframe political values, but Friedman used political values to reframe education. 15 Ibid, Milton Friedman, The Role of Government in Education, in Economics and the Public Interest, ed. Robert A. Solo (Rutgers: Rutgers University Press, 1955), Ibid,
7 To that end, Friedman argued that in a free society government had a general interest in funding education, but no more. Interestingly, he justified the state s role in funding education on the existence of a neighborhood effect a distinctly social effect. As he explained it, the gain from the education of a child accrues not only to the child or to his parents but to other members of society; the education of my child contributes to other people s welfare by promoting a stable and democratic society. 18 Friedman s neighborhood effect was a certainly a gloss, but it represented how much of a knotty problem education was for him. Liberalism, throughout its history, had spoken very clearly about politics and economics, but it was arguably less clear on education. Moreover, Locke, Bentham, Mill, or any of the early liberals, did not write in an age of universal education. Under Dewey s stewardship, education had taken an important, if not primary, place in liberal theory. Thus, defining an education for a liberal society was an important project for Friedman. But he could not simply ignore the desirable social impact of education. He could, however, downplay education s social significance. The neighborhood effect, he argued, had limited implication. He demonstrated that he could comfortably claim that an educated citizenry was better than an uneducated citizenry, while also consistently holding that the type of education was of less importance. Given a society that valued individual freedom, the choice about what education to pursue, Freidman argued, should be left up to individuals. The state had no role to play in mandating particular schools or administering them. A free society, for that matter, should not even countenance a common educational purpose. Friedman rejected the argument that there was a neighborhood effect in providing a common core of national values that would 18 Ibid,
8 contribute to a sense of social cohesion. On his account, what was important about education from a social perspective was that everyone had some education, not that they had the same kind or same amount. The significance of Friedman s diminution of education s social role should not be understated. Juxtaposing him with Dewey and other progressives highlights this key aspect of Friedman s work. For Dewey, education was essential to the sustenance of democracy. For Friedman, it was essential that education did not get in the way of freedom. This logic applied to liberalism as well. Liberty was not a quality to be developed in individuals through any social process; rather it was a quality to be respected as inherent to individuals. Friedman s attempt to transform schools to match his ideal of liberalism fit with other major arguments against progressive education in the 1950s. Arthur Bestor, one of the most widely read midcentury critics of progressive education, certainly situated his argument in the broader debate about liberalism. He argued that schools had a single purpose: to teach people how to think. By learning how to think, individuals became free. He wrote: To make himself truly free, a man must break the intellectual chains that keep him a serf by binding him to his parish, by binding him to his narrow workaday tasks, by binding him to accept the authority of those placed over him in matters temporal and spiritual. A liberal education frees a man by enlarging and disciplining his powers. 19 Bestor was disgusted with progressive education. He believed that it diminished students ability to think as individuals and thereby denied many citizens their ability to fully 19 Arthur Bestor, Educational Wastelands: The Retreat from Learning in Our Public Schools, 2nd Ed. (Chicago: University of Illinois Press, 1985), 22. 7
9 exercise the capacity to be free. He took it as his personal calling to drive progressive practices out of schools entirely. Bestor was also part of a growing network of intellectuals that included Friedman. Bestor helped found the Council for Basic Education, an organization devoted to restoring basic values to American education. Interestingly, the Volker Fund provided the Council for Basic Education with start-up capital and also covered the expenses Milton Friedman incurred travelling to meetings of an international think tank dedicated to promoting individual freedom, the Mount Pelerin Society. 20 Thus, philanthropic channels such as the Volker Fund suggest indirect ways in which ideological networks were constructed during the 1950s that linked similarly minded projects across different social spheres. Among Bestor s colleagues on the council was Mortimer Smith, another prolific critic of progressive education. Smith also had an absolute faith in the power of the individual. He believed that the most creative periods of human history took place when society was in a dynamic state, something with which Dewey would have wholeheartedly agreed. But, in a fashion paralleling Friedman, Smith maintained that the most dynamic societies were minimally organized; in them, individuals freed from all arbitrary constraints and able to work free from social influence were the force for change and progress. The healthiest society is but a step removed from anarchy, he wrote, a society bound together by the minimum of rules necessary to preserve order and maintain justice For a thorough treatment of the development of the Mount Pelerin Society and the Volker Fund s role in the process, see Angus Burgin, The Great Persuasion: Reinventing Free Markets since the Depression (Cambridge, MA: Harvard University Press, 2012). 21 Mortimer Smith, And Madly Teach (Chicago: Henry Regnery Company, 1949), 86. 8
10 The problem, as Smith saw it, was that progressive education encouraged the replacement of the importance of the individual with the importance of the social. Through Dewey s philosophy, other progressives misinterpretations of Dewey s philosophy, and the possibility, as Smith saw it, that through progressive public education the state would become more intrusive, the individual was slowly being subsumed into collective and was in danger of being irretrievably lost. He called on parents to assert their interests against the threat to individual freedom. Perhaps, he hoped, the symbolic importance of an individual parent sounding the alarm would remind Americans of the importance of individual freedom. 22 Juxtaposing Dewey and Friedman s contrasting conceptions of liberalism reveal the ways in which these two thinkers, along with Bestor and Smith, sought to define American liberalism. That we have treated them so separately is a mistake. It has contributed to an incomplete view of the midcentury criticism of progressive education, and perhaps of broader educational history in general. Dewey s progressive education was in decline as Friedman began writing. Though the shift was not explicitly evident in the years following the collapse of educational progressivism, the values Friedman emphasized gained ground in American education and still have salience today. To explain that story, we often look to the 1980s, when Friedman s work, among others, became popular. But the explanation might actually lie in the struggles of the 1950s, when, ultimately, Dewey s democratic vision of liberalism was rejected. 22 Mortimer Smith, The Diminished Mind: A Study of Planned Mediocrity in our Public Schools (Chicago, IL: Henry Regnery Company, 1954),
INTRODUCTION TO SECTION I: CONTEXTS OF DEMOCRACY AND EDUCATION
15 INTRODUCTION TO SECTION I: CONTEXTS OF DEMOCRACY AND EDUCATION Larry A. Hickman Department of Philosophy and Center for Dewey Studies Southern Illinois University The four essays in this section examine
More informationenforce people s contribution to the general good, as everyone naturally wants to do productive work, if they can find something they enjoy.
enforce people s contribution to the general good, as everyone naturally wants to do productive work, if they can find something they enjoy. Many communist anarchists believe that human behaviour is motivated
More informationRESPONSE TO JAMES GORDLEY'S "GOOD FAITH IN CONTRACT LAW: The Problem of Profit Maximization"
RESPONSE TO JAMES GORDLEY'S "GOOD FAITH IN CONTRACT LAW: The Problem of Profit Maximization" By MICHAEL AMBROSIO We have been given a wonderful example by Professor Gordley of a cogent, yet straightforward
More informationThe Forgotten Principles of American Government by Daniel Bonevac
The Forgotten Principles of American Government by Daniel Bonevac The United States is the only country founded, not on the basis of ethnic identity, territory, or monarchy, but on the basis of a philosophy
More informationEconomics is at its best when it does not worship technique for technique s sake, but instead uses
Journal of Economic Behavior and Organization, 67(3/4): 969-972 After War: The Political Economy of Exporting Democracy, C.J. Coyne. Stanford University Press, Stanford, California (2008). 238 + x pp.,
More informationCOMMENTS ON AZIZ RANA, THE TWO FACES OF AMERICAN FREEDOM
COMMENTS ON AZIZ RANA, THE TWO FACES OF AMERICAN FREEDOM Richard Bensel* Aziz Rana has written a wonderfully rich and splendid book, in part because he clearly understands that good history should be written
More informationRawls versus the Anarchist: Justice and Legitimacy
Rawls versus the Anarchist: Justice and Legitimacy Walter E. Schaller Texas Tech University APA Central Division April 2005 Section 1: The Anarchist s Argument In a recent article, Justification and Legitimacy,
More informationFrom the veil of ignorance to the overlapping consensus: John Rawls as a theorist of communication
From the veil of ignorance to the overlapping consensus: John Rawls as a theorist of communication Klaus Bruhn Jensen Professor, dr.phil. Department of Media, Cognition, and Communication University of
More informationPOLI 111: INTRODUCTION TO THE STUDY OF POLITICAL SCIENCE
POLI 111: INTRODUCTION TO THE STUDY OF POLITICAL SCIENCE SESSION 4 NATURE AND SCOPE OF POLITICAL SCIENCE Lecturer: Dr. Evans Aggrey-Darkoh, Department of Political Science Contact Information: aggreydarkoh@ug.edu.gh
More informationxii Preface political scientist, described American influence best when he observed that American constitutionalism s greatest impact occurred not by
American constitutionalism represents this country s greatest gift to human freedom. This book demonstrates how its ideals, ideas, and institutions influenced different peoples, in different lands, and
More informationThe Civic Mission of the Schools: What Constitutes an Effective Civic Education? Education for Democracy: The Civic Mission of the Schools
The Civic Mission of the Schools: What Constitutes an Effective Civic Education? Education for Democracy: The Civic Mission of the Schools Sacramento, September 20, 2005 Aristotle said, "If liberty and
More informationDIRECTIONS IN THE CONTEMPORARY AMERICAN EDUCATION
Bulletin of the Transilvania University of Braşov Series VII: Social Sciences Law Vol. 7 (56) No. 2-2014 DIRECTIONS IN THE CONTEMPORARY AMERICAN EDUCATION Lucian RADU 1 Abstract: This paper is meant to
More informationIf there is one message. that we try to
Feature The Rule of Law In this article Xiao Hui Eng introduces the rule of law and outlines its relevance for Citizenship teaching. It is followed by a sample classroom activity from a resource pack recently
More informationJohn Rawls. Cambridge University Press John Rawls: An Introduction Percy B. Lehning Frontmatter More information
John Rawls What is a just political order? What does justice require of us? These are perennial questions of political philosophy. John Rawls, generally acknowledged to be one of the most influential political
More informationCHAPTER 1 PROLOGUE: VALUES AND PERSPECTIVES
CHAPTER 1 PROLOGUE: VALUES AND PERSPECTIVES Final draft July 2009 This Book revolves around three broad kinds of questions: $ What kind of society is this? $ How does it really work? Why is it the way
More informationReview of Prudential Public Leadership: Promoting Ethics in Public Policy and Administration. By John Uhr. New York: Palgrave Macmillan, 2015.
Review of Prudential Public Leadership: Promoting Ethics in Public Policy and Administration. By John Uhr. New York: Palgrave Macmillan, 2015. The Harvard community has made this article openly available.
More informationWere a defi nitive history possible of American public education in the
INTRODUCTION The Course of Reform Making the Past Present Is it possible for an educational system to be conducted by a national state, and yet, for the full social ends of the educative process not be
More informationANARCHISM: What it is, and what it ain t...
ANARCHISM: What it is, and what it ain t... INTRODUCTION. This pamphlet is a reprinting of an essay by Lawrence Jarach titled Instead Of A Meeting: By Someone Too Irritated To Sit Through Another One.
More informationInternational Memory of the World Register. Permanent Collection of the Eleanor Roosevelt Papers Project (USA)
International Memory of the World Register Permanent Collection of the Eleanor Roosevelt Papers Project (USA) 2012-22 1.0 Summary (max 200 words) The Eleanor Roosevelt Papers Project is a chartered research
More informationThis response discusses the arguments and
Extending Our Understanding of Lived Experiences Catherine Broom (University of British Columbia) Abstract This response considers the strengths of Carr and Thesee s 2017 paper in Democracy & Education
More informationMAJORITARIAN DEMOCRACY
MAJORITARIAN DEMOCRACY AND CULTURAL MINORITIES Bernard Boxill Introduction, Polycarp Ikuenobe ONE OF THE MAJOR CRITICISMS of majoritarian democracy is that it sometimes involves the totalitarianism of
More informationReview of Makeham - New Confucianism
Wesleyan University From the SelectedWorks of Stephen C. Angle 2005 Review of Makeham - New Confucianism Stephen C. Angle, Wesleyan University Available at: https://works.bepress.com/stephen-c-angle/ 41/
More informationDavid Adams UNESCO. From the International Year to a Decade for a Culture of Peace and Non-violence
International Journal of Curriculum and Instruction Vol. II, No. 1, December 2000, 1-10 From the International Year to a Decade for a Culture of Peace and Non-violence David Adams UNESCO The General Assembly
More informationElection Campaigns and Democracy: A Review of James A. Gardner, What Are Campaigns For? The Role of Persuasion in Electoral Law and Politics
Election Campaigns and Democracy: A Review of James A. Gardner, What Are Campaigns For? The Role of Persuasion in Electoral Law and Politics RICHARD BRIFFAULT What are election campaigns for? Not much,
More informationJohn Rawls's Difference Principle and The Strains of Commitment: A Diagrammatic Exposition
From the SelectedWorks of Greg Hill 2010 John Rawls's Difference Principle and The Strains of Commitment: A Diagrammatic Exposition Greg Hill Available at: https://works.bepress.com/greg_hill/3/ The Difference
More informationThe Topos of the Crisis of the West in Postwar German Thought
The Topos of the Crisis of the West in Postwar German Thought Marie-Josée Lavallée, Ph.D. Department of History, Université de Montréal, Canada Department of Political Science, Université du Québec à Montréal,
More informationCRITIQUING POSTMODERN PHILOSOPHIES IN CONTEMPORARY FEMINIST JURISPRUDENCE
Vol 5 The Western Australian Jurist 261 CRITIQUING POSTMODERN PHILOSOPHIES IN CONTEMPORARY FEMINIST JURISPRUDENCE MICHELLE TRAINER * I INTRODUCTION Contemporary feminist jurisprudence consists of many
More informationPrinciples for Good Governance in the 21 st Century. Policy Brief No.15. Policy Brief. By John Graham, Bruce Amos and Tim Plumptre
Principles for Good Governance in the 21 st Century Policy Brief No.15 By John Graham, Bruce Amos and Tim Plumptre Policy Brief ii The contents of this paper are the responsibility of the author(s) and
More informationThe Progressivism of America s Founding
John trumbull/public domain The Progressivism of America s Founding Part Five of the Progressive Tradition Series Conor Williams and John Halpin October 2010 www.americanprogress.org With the rise of the
More informationMorality and Foreign Policy
Notre Dame Journal of Law, Ethics & Public Policy Volume 1 Issue 3 Symposium on the Ethics of International Organizations Article 1 1-1-2012 Morality and Foreign Policy Joseph Cardinal Bernardin Follow
More informationModern Political Thinkers and Ideas
B 46401 Modern Political Thinkers and Ideas An historical introduction Tudor Jones ' * Fran cvi London and New York Contents LIST OF BOXED BIOGRAPHIES ACKNOWLEDGEMENTS INTRODUCTION xiii xv xvii 1 Sovereignty
More informationGCE Government and Politics. Mark Scheme for June Unit F854: Political Ideas and Concepts. Advanced GCE. Oxford Cambridge and RSA Examinations
GCE Government and Politics Unit F854: Political Ideas and Concepts Advanced GCE Mark Scheme for June 2015 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding
More informationHayekian Statutory Interpretation: A Response to Professor Bhatia
Yale University From the SelectedWorks of John Ehrett September, 2015 Hayekian Statutory Interpretation: A Response to Professor Bhatia John Ehrett, Yale Law School Available at: https://works.bepress.com/jsehrett/6/
More informationEconomic Ethics and Implications for Health Care Access. Potential, and Solutions (New York: Paulist Press, 2002), 18.
108 Economic Ethics and Implications for Health Care Access Shawnee M. Daniels-Sykes, SSND Marquette University In this paper, delivered in New Orleans at the 2004 Annual Meeting, Daniels-Sykes summarizes
More informationFEDERALISM AND SUBNATIONAL POLITICAL COMMUNITY
FEDERALISM AND SUBNATIONAL POLITICAL COMMUNITY James A. Gardner * One of the great strengths of federalism as a structure of constitutional governance is its flexibility. Federalism offers this flexibility
More informationStudents at the Basic level demonstrate a general understanding of content and concepts in U.S. history from westward
U.S. History Achievement Level Descriptors The Achievement Level Descriptors (ALDs) describe the knowledge, skills, and cognitive processes that students should exhibit with relative consistency and accuracy
More informationA-LEVEL Government and Politics
A-LEVEL Government and Politics GOV3B Ideologies Report on the Examination Specification 2150 June 2016 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2016 AQA and its
More informationDo we have a strong case for open borders?
Do we have a strong case for open borders? Joseph Carens [1987] challenges the popular view that admission of immigrants by states is only a matter of generosity and not of obligation. He claims that the
More informationRobbins as Innovator: the Contribution of An Essay on the Nature and Significance of Economic Science
1 of 5 4/3/2007 12:25 PM Robbins as Innovator: the Contribution of An Essay on the Nature and Significance of Economic Science Robert F. Mulligan Western Carolina University mulligan@wcu.edu Lionel Robbins's
More information119 Book Reviews/Comptes Rendus
119 Book Reviews/Comptes Rendus Hong Kong are but two examples of the changing landscape for higher education, though different in scale. East Asia is a huge geographical area encompassing a population
More informationMinority Position Statement from RSAC Members
Minority Position Statement from RSAC Members This report is from the committee now comprising the minority opinion on what advice RSAC should give the PAUSD School Board about renaming schools. It is
More informationManagement prerogatives, plant closings, and the NLRA: A response
NELLCO NELLCO Legal Scholarship Repository School of Law Faculty Publications Northeastern University School of Law 1-1-1983 Management prerogatives, plant closings, and the NLRA: A response Karl E. Klare
More informationThe new South Africa at twenty: Critical perspectives
Book review The new South Africa at twenty: Critical perspectives Peter Vale and Estelle H. Prinsloo eds. 2014 Pietermaritzburg, University of KwaZulu-Natal Press, 271 pages. ISBN: 978 1 86914 289 6 Reviewed
More informationInternational Law for International Relations. Basak Cali Chapter 2. Perspectives on international law in international relations
International Law for International Relations Basak Cali Chapter 2 Perspectives on international law in international relations How does international relations (IR) scholarship perceive international
More informationJoel Westheimer Teachers College Press pp. 121 ISBN:
What Kind of Citizen? Educating Our Children for the Common Good Joel Westheimer Teachers College Press. 2015. pp. 121 ISBN: 0807756350 Reviewed by Elena V. Toukan Ontario Institute for Studies in Education
More informationNdopnoikpong, J. Afia
CITIZENSHIP EDUCATION: AN INSTRUMENT FOR NIGERIA'S SUSTAINABLE DEMOCRACY Ndopnoikpong, J. Afia Abstract Any functional educational programme must be capable of producing individuals who can realize their
More informationSubverting the Orthodoxy
Subverting the Orthodoxy Rousseau, Smith and Marx Chau Kwan Yat Jean-Jacques Rousseau, Adam Smith, and Karl Marx each wrote at a different time, yet their works share a common feature: they display a certain
More informationAnswer Key. Scoring Criteria
Name: Teacher: Date: Class/Period: 1) 2) 3) 4) Task Please use the space below to write your response(s) to the writing assignment provided by your teacher. If there are multiple tasks to the question,
More informationChapter 02 Business Ethics and the Social Responsibility of Business
Chapter 02 Business Ethics and the Social Responsibility of Business TRUEFALSE 1. Ethics can be broadly defined as the study of what is good or right for human beings. 2. The study of business ethics has
More informationDepartment of History and Political Science College of Arts and Sciences
Department of History and Political Science College of Arts and Sciences Faculty Stephen Carls (1983). University Professor of History and Department Chair. B.A., Wheaton College; M.A. and Ph.D., University
More informationWhere does Confucian Virtuous Leadership Stand? A Critique of Daniel Bell s Beyond Liberal Democracy
Nanyang Technological University From the SelectedWorks of Chenyang Li 2009 Where does Confucian Virtuous Leadership Stand? A Critique of Daniel Bell s Beyond Liberal Democracy Chenyang Li, Nanyang Technological
More informationJan Narveson and James P. Sterba
1 Introduction RISTOTLE A held that equals should be treated equally and unequals unequally. Yet Aristotle s ideal of equality was a relatively formal one that allowed for considerable inequality. Likewise,
More informationWHY NOT BASE FREE SPEECH ON AUTONOMY OR DEMOCRACY?
WHY NOT BASE FREE SPEECH ON AUTONOMY OR DEMOCRACY? T.M. Scanlon * M I. FRAMEWORK FOR DISCUSSING RIGHTS ORAL rights claims. A moral claim about a right involves several elements: first, a claim that certain
More informationMedia system and journalistic cultures in Latvia: impact on integration processes
Media system and journalistic cultures in Latvia: impact on integration processes Ilze Šulmane, Mag.soc.sc., University of Latvia, Dep.of Communication Studies The main point of my presentation: the possibly
More informationRESPONSIBILITIES OF LAND-GRANT UNIVERSITIES IN PUBLIC AFFAIRS EDUCATION
RESPONSIBILITIES OF LAND-GRANT UNIVERSITIES IN PUBLIC AFFAIRS EDUCATION C. E. Bishop, Director The Agricultural Policy Institute North Carolina State College The obvious function of any university is to
More informationThe Concept of Tradition in Constitutional Historiography
William & Mary Law Review Volume 29 Issue 1 Article 11 The Concept of Tradition in Constitutional Historiography Mark Tushnet Repository Citation Mark Tushnet, The Concept of Tradition in Constitutional
More informationPractice Verbal Reasoning 1 Explanatory Answers
Explanatory Answers By Ken Evans, MSc, MD Wynne Evans, BA Philip Menard, PhD Passage I 1. B Governments are placing a higher value on national security than on scientific freedom since scientific knowledge
More informationThe Veil of Ignorance in Rawlsian Theory
University of Richmond UR Scholarship Repository Philosophy Faculty Publications Philosophy 2017 The Jeppe von Platz University of Richmond, jplatz@richmond.edu Follow this and additional works at: https://scholarship.richmond.edu/philosophy-facultypublications
More informationCHAPTER 1 PROLOGUE: VALUES AND PERSPECTIVES
CHAPTER 1 PROLOGUE: VALUES AND PERSPECTIVES Final draft July 2009 This Book revolves around three broad kinds of questions: $ What kind of society is this? $ How does it really work? Why is it the way
More informationIntroduction 478 U.S. 186 (1986) U.S. 558 (2003). 3
Introduction In 2003 the Supreme Court of the United States overturned its decision in Bowers v. Hardwick and struck down a Texas law that prohibited homosexual sodomy. 1 Writing for the Court in Lawrence
More informationThe Enlightenment and the scientific revolution changed people s concepts of the universe and their place within it Enlightenment ideas affected
The Enlightenment and the scientific revolution changed people s concepts of the universe and their place within it Enlightenment ideas affected politics, music, art, architecture, and literature of Europe
More informationBook Review: Wan's Producing Good Citizens: Literacy Training in Anxious Times
Book Review: Wan's Producing Good Citizens: Literacy Training in Anxious Times Jaclyn M. Wells University of Alabama-Birmingham Present Tense, Vol. 5, Issue 3, 2016. http://www.presenttensejournal.org
More informationFederal Labor Laws. Paul K. Rainsberger, Director University of Missouri Labor Education Program Revised, April 2004
Federal Labor Laws Paul K. Rainsberger, Director University of Missouri Labor Education Program Revised, April 2004 Part VI Enforcement of Collective Bargaining Agreements XXXIII. Alternative Methods of
More informationStreamlining of the work of the governing bodies and harmonization and alignment of the work of regional committees
EXECUTIVE BOARD EB132/5 Add.3 132nd session 14 December 2012 Provisional agenda item 5 Streamlining of the work of the governing bodies and harmonization and alignment of the work of regional committees
More informationAMERICAN FOREIGN POLICY. result. If pacificism results in oppression, he must be willing to suffer oppression.
result. If pacificism results in oppression, he must be willing to suffer oppression. C. Isolationism in Various Forms. There are many people who believe that America still can and should avoid foreign
More informationTOWARDS A JUST ECONOMIC ORDER
TOWARDS A JUST ECONOMIC ORDER CONCEPTUAL FOUNDATIONS AND MORAL PREREQUISITES A statement of the Bahá í International Community to the 56th session of the Commission for Social Development TOWARDS A JUST
More informationNel Noddings. Chapter 9: Social and Political Philosophy. Two Competing Emphases in Social & Political Philosophy: Assumptions of liberalism:
Nel Noddings Chapter 9: Social and Political Philosophy Two Competing Emphases in Social & Political Philosophy: Liberalism - emphasizes liberty & equality (In conventional American politics, both liberals
More informationInstitute on Violence, Power & Inequality. Denise Walsh Nicholas Winter DRAFT
Institute on Violence, Power & Inequality Denise Walsh (denise@virginia.edu) Nicholas Winter (nwinter@virginia.edu) Please take this very brief survey if you would like to be added to our email list: http://policog.politics.virginia.edu/limesurvey2/index.php/627335/
More informationCOMMUNITY ADVISORY BOARDS AND MAXIMUM
Can "maximum feasible participation" in community action programs be accomplished, and if so what principles are involved? This is the theme of a paper which makes a number of points now being learned
More informationINDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential
INDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential Series Number 619 Adopted November 1990 Revised June 2013 Title K-12 Social
More informationCyber War and Competition in the China-U.S. Relationship 1 James A. Lewis May 2010
Cyber War and Competition in the China-U.S. Relationship 1 James A. Lewis May 2010 The U.S. and China are in the process of redefining their bilateral relationship, as China s new strengths means it has
More informationIN DEFENSE OF THE MARKETPLACE OF IDEAS / SEARCH FOR TRUTH AS A THEORY OF FREE SPEECH PROTECTION
IN DEFENSE OF THE MARKETPLACE OF IDEAS / SEARCH FOR TRUTH AS A THEORY OF FREE SPEECH PROTECTION I Eugene Volokh * agree with Professors Post and Weinstein that a broad vision of democratic self-government
More informationPAUL J. BAUMGARDNER
PAUL J. BAUMGARDNER 913.742.2353 pb9@princeton.edu EDUCATION Princeton University Joint Ph.D., Politics & Humanistic Studies Fall 2013-Present Research Interests: American Political Development, Constitutional
More informationACCOUNTABILITY AND INTERNATIONAL ACTORS IN BOSNIA AND HERZEGOVINA, KOSOVO AND EAST TIMOR
ACCOUNTABILITY AND INTERNATIONAL ACTORS IN BOSNIA AND HERZEGOVINA, KOSOVO AND EAST TIMOR Ralph Wilde* Current international involvement in Bosnia and Herzegovina, Kosovo and East Timor has two elements.
More informationRethinking Rodriguez: Education as a Fundamental Right
Rethinking Rodriguez: Education as a Fundamental Right A Call for Paper Proposals Sponsored by The Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity University of California, Berkeley
More informationDo you think you are a Democrat, Republican or Independent? Conservative, Moderate, or Liberal? Why do you think this?
Do you think you are a Democrat, Republican or Independent? Conservative, Moderate, or Liberal? Why do you think this? Reactionary Moderately Conservative Conservative Moderately Liberal Moderate Radical
More informationIs Rawls s Difference Principle Preferable to Luck Egalitarianism?
Western University Scholarship@Western 2014 Undergraduate Awards The Undergraduate Awards 2014 Is Rawls s Difference Principle Preferable to Luck Egalitarianism? Taylor C. Rodrigues Western University,
More informationGeopolitical Economy: After US Hegemony, Globalization and Empire. The Future of World Capitalism
Radhika Desai Geopolitical Economy: After US Hegemony, Globalization and Empire. The Future of World Capitalism 2013. London: Pluto Press, and Halifax: Fernwood Publishing. Pages: 313. ISBN 978-0745329925.
More informationStudy on Problems in the Ideological and Political Education of College Students and Countermeasures from the Perspective of Institutionalization
2018 International Conference on Education, Psychology, and Management Science (ICEPMS 2018) Study on Problems in the Ideological and Political Education of College Students and Countermeasures from the
More informationAP European History 2004 Scoring Guidelines
AP European History 2004 Scoring Guidelines The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use must be
More informationJohn Locke (29 August, October, 1704)
John Locke (29 August, 1632 28 October, 1704) John Locke was English philosopher and politician. He was born in Somerset in the UK in 1632. His father had enlisted in the parliamentary army during the
More informationHegemony and Education. Gramsci, Post-Marxism and Radical Democracy Revisited (Review)
International Gramsci Journal Volume 1 Issue 1 International Gramsci Journal Article 6 January 2008 Hegemony and Education. Gramsci, Post-Marxism and Radical Democracy Revisited (Review) Mike Donaldson
More informationAbsorbing the Backlash against Liberal Society: Rawls s Political Liberalism vs. Mill s Comprehensive Liberalism
Submission to Northeastern Political Science Association Annual Meeting Absorbing the Backlash against Liberal Society: Rawls s Political Liberalism vs. Mill s Comprehensive Liberalism Meelis Kitsing PhD
More informationStatement of. L. Britt Snider. Subcommittee on Intelligence Community Management House Permanent Select Committee on Intelligence.
Statement of L. Britt Snider Subcommittee on Intelligence Community Management House Permanent Select Committee on Intelligence October 22, 2009 Madam Chairwoman, Ms. Myrick, Members of the Subcommittee,
More informationA Transatlantic Divide?
A Transatlantic Divide? Social Capital in the United States and Europe Pippa Norris and James A. Davis Pippa Norris James A. Davis John F. Kennedy School of Government The Department of Sociology Harvard
More informationThe historical sociology of the future
Review of International Political Economy 5:2 Summer 1998: 321-326 The historical sociology of the future Martin Shaw International Relations and Politics, University of Sussex John Hobson's article presents
More informationPROPOSAL FOR A NON-BINDING STANDARD-SETTING INSTRUMENT ON THE PROTECTION AND PROMOTION OF VARIOUS ASPECTS OF THE ROLE OF MUSEUMS AND COLLECTIONS
38th Session, Paris, 2015 38 C 38 C/25 27 July 2015 Original: English Item 6.2 of the provisional agenda PROPOSAL FOR A NON-BINDING STANDARD-SETTING INSTRUMENT ON THE PROTECTION AND PROMOTION OF VARIOUS
More informationWe the Stakeholders: The Power of Representation beyond Borders? Clara Brandi
REVIEW Clara Brandi We the Stakeholders: The Power of Representation beyond Borders? Terry Macdonald, Global Stakeholder Democracy. Power and Representation Beyond Liberal States, Oxford, Oxford University
More informationworthwhile to pose several basic questions regarding this notion. Should the Insular Cases be simply discarded? Can they be simply
RECONSIDERING THE INSULAR CASES (Panel presentation for the conference of the same title held at Harvard Law School on February 19, 2014) By Efrén Rivera Ramos Professor of Law School of Law University
More informationLaw, Community, and Moral Reasoning: Foreword
Berkeley Law Berkeley Law Scholarship Repository Faculty Scholarship 1-1-1989 Law, Community, and Moral Reasoning: Foreword Sanford H. Kadish Berkeley Law Follow this and additional works at: https://scholarship.law.berkeley.edu/facpubs
More informationExaminers Report June GCE Government and Politics 6GP03 3D
Examiners Report June 2011 GCE Government and Politics 6GP03 3D Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications
More informationContract Administration, Part 3: Contract Interpretation Guidelines and Best Practices
Contract Administration, Part 3: Contract Interpretation Guidelines and Best Practices 58 Contract Management April 2010 Successful contract administration involves an understanding of the guidelines typically
More informationTHE LAW PROFESSOR TORT LAW ESSAY SERIES ESSAY QUESTION #3 MODEL ANSWER
THE LAW PROFESSOR TORT LAW ESSAY SERIES ESSAY QUESTION #3 MODEL ANSWER Carol stopped her car at the entrance to her office building to get some papers from her office. She left her car unlocked and left
More informationHistory. History. 1 Major & 2 Minors School of Arts and Sciences Department of History/Geography/Politics
History 1 Major & 2 Minors School of Arts and Sciences Department of History/Geography/Politics Faculty Mark R. Correll, Chair Mark T. Edwards David Rawson Charles E. White Inyeop Lee About the discipline
More informationChapter II European integration and the concept of solidarity
Chapter II European integration and the concept of solidarity The current chapter is devoted to the concept of solidarity and its role in the European integration discourse. The concept of solidarity applied
More informationRAWLS DIFFERENCE PRINCIPLE: ABSOLUTE vs. RELATIVE INEQUALITY
RAWLS DIFFERENCE PRINCIPLE: ABSOLUTE vs. RELATIVE INEQUALITY Geoff Briggs PHIL 350/400 // Dr. Ryan Wasserman Spring 2014 June 9 th, 2014 {Word Count: 2711} [1 of 12] {This page intentionally left blank
More informationInstitutions, Institutional Change and Economic Performance by Douglass C. North Cambridge University Press, 1990
Robert Donnelly IS 816 Review Essay Week 6 6 February 2005 Institutions, Institutional Change and Economic Performance by Douglass C. North Cambridge University Press, 1990 1. Summary of the major arguments
More informationReconciling Educational Adequacy and Equity Arguments Through a Rawlsian Lens
Reconciling Educational Adequacy and Equity Arguments Through a Rawlsian Lens John Pijanowski Professor of Educational Leadership University of Arkansas Spring 2015 Abstract A theory of educational opportunity
More informationchanges in the global environment, whether a shifting distribution of power (Zakaria
Legitimacy dilemmas in global governance Review by Edward A. Fogarty, Department of Political Science, Colgate University World Rule: Accountability, Legitimacy, and the Design of Global Governance. By
More informationIs policy congruent with public opinion in Australia?: Evidence from the Australian Policy Agendas Project and Roy Morgan
Is policy congruent with public opinion in Australia?: Evidence from the Australian Policy Agendas Project and Roy Morgan Aaron Martin (Melbourne), Keith Dowding (ANU), Andrew Hindmoor (Sheffield) and
More information