Conventional wisdom in international relations maintains that democracies are only peaceful when encountering other democracies. Using a variety of social scientific methods of investigation ranging from statistical studies and laboratory experiments to case studies and computer simulations, Rousseau challenges this conventional wisdom by demonstrating that democracies are less likely to initiate violence at early stages of a dispute. Using multiple methods allows Rousseau to demonstrate that institutional constraints, rather than peaceful norms of conflict resolution, are responsible for inhibiting the quick resort to violence in democratic polities. Rousseau finds that conflicts evolve through successive stages and that the constraining power of participatory institutions can vary across these stages. Finally, he demonstrates how constraint within states encourages the rise of clusters of democratic states that resemble "zones of peace" within the anarchic international structure.
Rousseau is often portrayed as an educational and social reformer whose aim was to increase individual freedom. In this volume David Gauthier examines Rousseau's evolving notion of freedom, where he focuses on a single quest: Can freedom and the independent self be regained? Rousseau's first answer is given in Emile, where he seeks to create a self-sufficient individual, neither materially nor psychologically enslaved to others. His second is in the Social Contract, where he seeks to create a citizen who identifies totally with his community, experiencing his dependence on it only as a dependence on himself. Rousseau implicitly recognized the failure of these solutions. His third answer is one of the main themes of the Confessions and Reveries, where he is made for a love that merges the selves of the lovers into a single, psychologically sufficient unity that makes each 'better than free'. But is this response a chimaera?
In this sterling, deeply researched study, Williams explores how thinkers ranging from Hobbes to d'Holbach highlight various sets of ideas that Rousseau combated in developing his philosophical teaching. The account of Rousseau's predecessors who might be called Platonists is especially interesting, as is the account of those who qualify as materialists. Moreover, Williams provides a good overview of Rousseau's teaching, demonstrates a commendable grasp of the relevant secondary literature, and argues ably for the superiority of his own interpretations ... Clearly written and superbly organized, this book contributes much to Rousseau studies. An indispensable book for Rousseau scholars, this volume also will appeal to general readers and students at all levels."--C.E. Butterworth, CHOICE.
In 1766 philosopher, novelist, composer, and political provocateur Jean-Jacques Rousseau was a fugitive, decried by his enemies as a dangerous madman. Meanwhile David Hume—now recognized as the foremost philosopher in the English language—was being universally lauded as a paragon of decency. And so Rousseau came to England with his beloved dog, Sultan, and willingly took refuge with his more respected counterpart. But within months, the exile was loudly accusing his benefactor of plotting to dishonor him—which prompted a most uncharacteristically violent response from Hume. And so began a remarkable war of words and actions that ensnared many of the leading figures in British and French society, and became the talk of intellectual Europe. Rousseau's Dog is the fascinating true story of the bitter and very public quarrel that turned the Age of Enlightenment's two most influential thinkers into deadliest of foes—a most human tale of compassion, treachery, anger, and revenge; of celebrity and its price; of shameless spin; of destroyed reputations and shattered friendships.
Warfare in Europe contributed to the development of the modern state. In response to external conflict, state leaders raised armies and defended borders. The centralization of power, the development of bureaucracies, and the integration of economies all maximized revenue to support war. But how does a persistent external threat affect the development of a strong state? The “Garrison State” hypothesis argues that states that face a severe security threat will become autocracies. Conversely, the “Extraction School,” argues that warfare indirectly promotes the development of democratic institutions. Execution of large-scale war requires the mobilization of resources and usually reluctant populations. In most cases, leaders must extend economic or political rights in exchange for resolving the crisis. Large-scale warfare thus expands political participation in the long run. The authors use empirical statistical modeling to show that war decreases rights in the short term, but the longer and bigger a war gets, the rights of the citizenry expand with the conflict. The authors test this argument through historical case studies—Imperial Russia, Austro-Hungarian Dual Monarchy, African Americans in World War I and II, and the Tirailleurs Senegalese in World War I—through the use of large-N statistical studies—Europe 1900–50 and Global 1893–2011—and survey data. The results identify when, where, and how war can lead to the expansion of political rights.
Using a variety of social scientific methods of investigation ranging from laboratory experiments and public opinion surveys to computer simulations and case studies, Rousseau untangles the complex relationship between social identity and threat perception between states.
This book expands the foundations of general systems theory to enable progress beyond the rich heuristic practices available today. It establishes a foundational framework for the development of scientific transdisciplinary systems principles and shows how these can amplify the potential of individuals and teams working in multi-, inter- and transdisciplinary contexts or striving to translate their progress across disciplinary boundaries. Three general scientific systems principles are presented, and their relevance to the design, analysis, management and transformation of systems is explored. Applying lessons from the history and philosophy science, this book disambiguates key concepts of general systemology, clarifies the role of general systemology within the field of systemology, and explains how general systemology supports other forms of transdisciplinarity. These insights are used to develop new perspectives, strategies and tools for addressing long-standing challenges to the advancement and transdisciplinary application of general insights into the nature of complex systems. The material presented in this book includes comprehensive models of the structure of systemology as a disciplinary field, the structure and significance of the general systems worldview, and the role of general systemology as the heart of systems science, systems engineering and systems practice. It explains what a fully-fledged general theory of systems would look like, what its potential is, what routes are available to us to develop it further, and how to leverage the knowledge we have attained so far. Many examples and analogies show how general systemology has the potential to enable scientific discovery, insightful theory building, and practical innovation in all the disciplines as they study, design, nurture or transform complex systems. This book is essential reading for anyone wishing to master the concepts, terminology, models and strategies needed to make effective use of current general systems knowledge and to engage in the further development of the philosophy, science, and practice of general systemology.
Jean-Jacques Rousseau - philosopher, novelist, composer, educationist, political provocateur - was on the run. He was fleeing intolerance, persecution, and enemies who proclaimed him a madman, dangerous to society. David Hume, the foremost philosopher in the English language, universally praised as a model of decency, came to his aid. He brought Rousseau and his beloved little dog Sultan to England. And then it all went horribly wrong. In Rousseau's Dog, David Edmonds and John Eidinow bring their narrative verve to the bitter quarrel that turned these two Enlightenment giants into mortal foes. And it is a very human story of compassion, treachery, anger and revenge.
Education, Liberal Democracy and Populism: Arguments from Plato, Locke, Rousseau and Mill provides a lucid and critical guide shedding light on the continuing relevance of earlier thinkers to the debates between populists and liberals about the nature of education in democratic societies. The book discusses the relationship Rousseau and Plato posited between education and society, and contrasts their work with the development of liberal thinking about education from John Locke, and John Stuart Mill’s arguments for the importance of education to representative democracy. It explores some of the roots of populism and offer a broader perspective from which to assess the questions which populists pose and the answers which liberals offer. The book makes a substantial contribution to the current debate about democracy, by emphasising the central importance of education to political thought and practice, and suggests that only an education system based on liberal democratic principles can offer the possibility of a genuinely free society. This book is ideal reading for researchers and post-graduate students in education, politics, philosophy and history. It will also be of great interest to Educational practitioners and policy makers.
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