Democracy and Its Critics
TL;DR: The course is focused on historical texts, most of them philosophical as discussed by the authors, and context for understanding the texts and the course of democratic development will be provided in lecture and discussions, and by some background readings (Dunn).
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Abstract: The course is focused on historical texts, most of them philosophical. Context for understanding the texts and the course of democratic development will be provided in lecture and discussions, and by some background readings (Dunn). We begin with the remarkable Athenian democracy, and its frequent enemy the Spartan oligarchy. In Athens legislation was passed directly by an assembly of all citizens, and executive officials were selected by lot rather than by competitive election. Athenian oligarchs such as Plato more admired Sparta, and their disdain for the democracy became the judgment of the ages, until well after the modern democratic revolutions. Marsilius of Padua in the early Middle Ages argued for popular sovereignty. The Italian citystates of the Middle Ages did without kings, and looked back to Rome and Greece for republican models. During the English Civil War republicans debated whether the few or the many should be full citizens of the regime. The English, French, and American revolutions struggled with justifying and establishing a representative democracy suitable for a large state, and relied on election rather than lot to select officials. The English established a constitutional monarchy, admired in Europe, and adapted by the Americans in their republican constitution. The American Revolution helped inspire the French, and the French inspired republican and democratic revolution throughout Europe during the 19 century.
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References
Does Deliberative Education Increase Civic Competence? Results from a Field Experiment
Mikael Persson,Klas Andersson,Pär Zetterberg,Joakim Ekman,Simon Lundin +4 more
- 15 Oct 2019
TL;DR: The authors compared the effects of deliberative education and traditional teacher-centered education on four forms of civic competence: political knowledge, political interest, democratic values, and political discussion, and found little evidence that education significantly increases civic competence.
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Democratic Transition and Electoral Design in Plural Societies: The Case of Bosnia and Herzegovina's 1990 Elections
TL;DR: In this paper, the authors focus on the democratic transition of Bosnia and Herzegovina and its founding elections in 1990 and compare the performance of different electoral systems under the least-likely conditions of success.
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Political Culture and Participation in the Chinese Countryside: Some Empirical Evidence
TL;DR: Wang et al. as mentioned in this paper made a public stop at a village outside Xian to chat with a few Chinese villagers about village elections in China, which has become one of the rare subject matters that the Chinese government is eager to publicize and the Western academia and media are interested to investigate.
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Democracy, national responsibility and climate change justice
TL;DR: In this paper, the authors argue that democratic institutions are constitutive of the conditions for when members of nations can be held responsible as a collective for the outcomes affecting the climate, and that the differences between nations are crucial in understanding how responsibilities should be distributed.
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A multidimensional account of democratic legitimacy: how to make robust decisions in a non-idealized deliberative context
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TL;DR: In this article, the authors defend a multidimensional account according to which a legitimate system needs to grant, on the one hand, that citizens should be included on an equal footing and acknowledged as reflexive political agents rather than mere beneficiaries of policies, and on the other hand, their decisions have an epistemic quality.
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