Now after 141 years, these diaries originally compiled in two manuscripts, are being published for the first time unedited and in thier entirety. Rarely are any new discoveries made of the written material on the American Civil War and this may be the last major find of Civil War period literature.
Some Christians decry the deism of our Founding Fathers, claiming that outright anti-Christian principles lie at the heart of our Declaration of Independence and Constitution, crippling from birth our beloved republic. Here philosopher Timothy Gordon forcefully disagrees, arguing that while anti-Catholic bias kept them from admitting their reliance on Aristotle, Aquinas, and the early Jesuits, our Protestant and Enlightenment Founding Fathers secretly held Catholic views about politics and nature. Had they fully adhered to Catholic principles, argues Gordon, the Catholic republic that is America from its birth would not today be on the verge of social collapse. The instinctive Catholicism of our Founders would have prevented the cancerous growth of the state, our subsequent loss of liberties, the destruction of families, abortion on demand, the death of free markets, and the horrors of today's pervasive pagan culture. In Catholic Republic, Gordon recounts our nation's clandestine history of publicly repudiating, yet privately relying on, Catholic ideas about politics and nature. At this late hour in the life of the Church and the world, America still can be saved, claims Gordon, if only we soon return to the Catholic principles that are the indispensable foundation of all successful republics.
Critics of contemporary US higher education often point to the academy’s “corporatization” as one of its defining maladies. However, in The Autocratic Academy Timothy V. Kaufman-Osborn argues that American colleges and universities have always been organized as corporations in which the power to rule is legally vested in and monopolized by antidemocratic governing boards. This institutional form, Kaufman-Osborn contends, is antithetical to the free inquiry that defines the purpose of higher education. Tracing the history of the American academy from the founding of Harvard (1636), through the Supreme Court’s Dartmouth v. Woodward ruling (1819), and into the twenty-first century, Kaufman-Osborn shows how the university’s autocratic legal constitution is now yoked to its representation on the model of private property. Explaining why appeals to the cause of shared governance cannot succeed in wresting power from the academy’s autocrats, Kaufman-Osborn argues that American universities must now be reincorporated in accordance with the principles of democratic republicanism. Only then can the academy’s members hold accountable those chosen to govern and collectively determine the disposition of higher education’s unique public goods.
This book introduces readers to analytical interpretation of seminal writings and thinkers in the history of political thought, including Socrates, Plato, Aristotle, the Bible, Thomas Aquinas, Machiavelli, Bacon, Hobbes, Locke, Montesquieu, Rousseau, Tocqueville, Marx, and Nietzsche. Chronologically arranged, each chapter in the book is devoted to the work of a single thinker. The selected texts together engage with 2000 years of debate on fundamental questions, which include: What is the purpose of political life? What is the good life, for us as individuals, and for us as a political community? What is justice? What is a right? Do human beings have rights? What kinds of human virtues are there and which regimes best promote them? The difficulty of accessing the texts included in this volume is the result not only of their subtlety but also of the dramatic change in everyday life. The authors shed light on the texts' vocabulary and complexities of thought and help students understand and weigh the various interpretations of each philosopher's thought. • Accessible interpretive essays on the greatest texts in the history of political thought, from Plato to Nietzsche. • Includes key passage plus a succinct discussion that glosses the text, examines later-day interpretations, and guides students in forming their own interpretations. • Allows students to learn from, rather than only about, each thinker, and to apply their thought to the present day.
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