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政治自由主义 = Political liberalism

01 Jan 2000-
About: The article was published on 2000-01-01 and is currently open access. It has received 1762 citations till now.
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Journal ArticleDOI
TL;DR: In this paper, the authors explore an important concept in the work of the later Rawls, the idea of the reasonable, and conclude that this concept helps to bridge the gap between liberal theory and democratic practice.
Abstract: This paper aims to explore an important concept in the work of the later Rawls: the idea of the reasonable. While the concept has its roots in both Aristotle and Kant, Rawls develops a unique account of the reasonable in the light of his theory of political liberalism. The paper includes Rawlsian responses to the practical challenges of radical democrats on the one hand, and epistemological challenges to the reasonable on the other. It concludes that Rawls’s account of the reasonable helps to bridge the gap between liberal theory and democratic practice.

1,108 citations

Journal ArticleDOI
TL;DR: In this paper, the authors integrate the concern for human development in the present with that in the future, and explore the relationship between distributional equity, sustainable development, optimal growth, and pure time preference.

726 citations


Cites background from "政治自由主义 = Political liberalism"

  • ...London: Joseph Johnson....

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  • ...The idea that ``income'' is what can be spent while leaving the asset base intact is precisely the concept of sustainable income established by John Hicks (1946, p. 172) more than 50 years ago: The purpose of income calculations in practical a airs is to give people an indication of the amount which they can consume without impoverishing themselves....

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  • ...The Eighteenth J. Seward Johnson Lecture....

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  • ...Baltimore, MD: Johns Hopkins University Press....

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  • ...It is easily seen why Repetto (1985) saw an analogy between the idea of sustainable development and the economic accountant's notion of what spendable income is....

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Journal ArticleDOI
TL;DR: In this paper, the authors consider the materiality of change in urban Africa, focusing particularly on the kitchens of a group of first-generation pro-lifers in the Ivory Coast.
Abstract: Meaning is inscribed in the material/built environment and this article considers the materiality of change in urban Africa, focusing particularly on the kitchens of a group of first-generation pro...

635 citations


Cites background from "政治自由主义 = Political liberalism"

  • ...(Superstitious and irrational beliefs do not belong to this field of reasonable disagreement, cf. John Rawls 1993, pp. 54ff.) At the same time there is also a need for institutional interaction, for instance between the judiciary and the political system, as well as between politics as power and…...

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Journal ArticleDOI
TL;DR: The notion of deliberative democracy was coined by Bessette, who explicitly coined it to oppose the elitist or "aristocratic" interpretation of the American Constitution.
Abstract: roposed as a reformist and sometimes even as a radical political ideal,deliberative democracy begins with the critique of the standard practices ofliberal democracy. Although the idea can be traced to Dewey and Arendt andthen further back to Rousseau and even Aristotle, in its recent incarnation theterm stems from Joseph Bessette, who explicitly coined it to oppose the elitist or‘‘aristocratic’’ interpretation of the American Constitution.

595 citations

Journal ArticleDOI
Nancy Fraser1
TL;DR: This article propose an anaysis of gender that is broad enough to house the full range of feminist concerns, those central to the old socialist-feminism as well as identity-based conceptions.
Abstract: In the course of the last 30 years, feminist theories of gender have shifted from quasi-Marxist, labor-centered conceptions to putatively ‘post-Marxist’ culture-and identity-based conceptions. Reflecting a broader political move from redistribution to recognition, this shift has been double edged. On the one hand, it has broadened feminist politics to encompass legitimate issues of representation, identity and difference. Yet, in the context of an ascendant neoliberalism, feminist struggles for recognition may be serving less to enrich struggles for redistribution than to displace the latter. Thus, instead of arriving at a broader, richer paradigm that could encompass both redistribution and recognition, feminists appear to have traded one truncated paradigm for another – a truncated economism for a truncated culturalism. This article aims to resist that trend. I propose an anaysis of gender that is broad enough to house the full range of feminist concerns, those central to the old socialist-feminism as w...

570 citations

References
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TL;DR: Tarc et al. as mentioned in this paper argue that education is both a human right in itself and an indispensable means of realizing other human rights, and there is an important need to question the role that governments should play to support the institutional reforms necessary to achieve basic primary education for all.
Abstract: According to the United Nations, education is a right to which all human beings are entitled. Since 2000, the UN has been promoting the Millennium Development Goal to achieve free universal primary education for all, regardless of gender, by 2015. If the UN is correct to suggest that education is both a human right in itself and an indispensable means of realizing other human rights, then there is an important need to question the role that governments should play to support the institutional reforms necessary to achieve basic primary education for all. Moreover, there is an important need to question the role all individuals should play to ensure that the institutional structure dedicated to the provision of basic primary education is set up not only to provide children with access to a vague notion of education but to a notion of basic education that can provide children with the freedom to do something with that education once they have obtained it. Read a response to this article Tarc, P. (2013). Mobilizations of “Education as a Human Right in the 21st Century”: What Larger Conditions and Logic Are in Play? Democracy & Education, 21(1). Article 9. Available online at http://democracyeducationjournal.org/home/vol21/iss1/9. Submit your own response to this article Submit online at democracyeducationjournal.org/home Human rights advocates claim that every child has a right to education. This claim is based primarily on two premises. First, rights advocates endorse the right to education because they believe that if children receive basic primary education, they will likely be literate and numerate and will have the basic social and life skills necessary to secure a job, to be an active member of a peaceful community, and to have a fulfilling life. Second, rights advocates recognize that, despite this recognition of education as a right by the Universal Declaration of Human Rights (UDHR), for example, many children fail to benefit from even basic primary education. This gap between the positive recognition of the right to education and the negative reality facing many children has led rights advocates to conclude that education must be considered a human rights issue on par with the right to food or the right to freedom. And as such, the Millennium Development Goal (MDG) to achieve universal primary education by 2015 was established to fight for the right for all children everywhere, regardless of gender, to a complete course of basic primary schooling. This is a goal that the 2010 Education for All report clearly indicates has achieved some progress (Watkins, 2010). According to this report, the number of children out of school has dropped by 33 million worldwide since 1999, the gender gap is narrowing in many countries, and the adult literacy rate has increased (UNESCO Institute for Statistics, 2012). Nevertheless, in 2009 a total of 67 million children of primary school age still do not (or cannot) attend school (Naidoo, Saihjee, & Motivans, 2011; UNESCO Institute for Statistics, 2005; Watkins, 2010). The EFA team projects this number to remain unacceptably high at around 56 million by 2015 if the current status quo is maintained. Moreover, there are many who would suggest that while education is certainly important for children, it is not something that should necessarily be free, compulsory, public, or perhaps even a justified entitlement (e.g., Farson, 1974; Holt, 1964, 1967, 1974; Narveson, 2001, 2002; Purdy, 1992; O’Neill, 1988). This Sharon E. Lee is a lecturer in the department of political science and contemporary studies at Wilfrid Laurier University. She teaches courses in social and political theory, social foundations of education, children’s rights, and theories of justice. Her research focuses on moral, social, and political philosophy especially as it relates to social institutions like education and to theories of justice and agency. She holds a PhD in philosophy from the University of Waterloo.

62 citations

Journal ArticleDOI
TL;DR: In this article, the authors defend two conditions of a postcolonial and feminist approach to the politics of recognition: first, the approach should be transformative, in the sense of widening its conception of core values through an engagement with cultural difference; second, it should be critical in its orientation to practices affecting women adversely within any social group.
Abstract: A serious problem confronting discourses on recognition is that of showing equal respect for citizens’ diverse cultural identities whilst at the same time attending to feminist concerns This article focuses on the complex issues emerging from the recent legislation prohibiting the Muslim veil in French state schools I respond to these problems by defending two conditions of a postcolonial and feminist approach to the politics of recognition This approach should be, first, transformative, in the sense of widening its conception of core values through an engagement with cultural difference Second, it should be critical in its orientation to practices affecting women adversely within any social group An integration of these concerns is proposed in terms of ‘affective citizenship’ This approach supports the different components of women’s autonomous functioning, through a universalistic commitment to the creative expression of their hybrid identities

61 citations

Journal ArticleDOI
TL;DR: The authors conducted an exploratory survey of 1,556 citizen participants in regulatory public comment processes in the United States and found modest evidence of the presence of deliberative democratic practices among them.
Abstract: Deliberative democratic theorists and public participation scholars have become increasingly interested in institutionalized forms of citizen discourse with the state, including those facilitated by information technology. However, there have been very few empirical studies of the claims that the Internet will make public participation more inclusive and deliberative. We report the results of an exploratory survey of 1,556 citizen participants in regulatory public comment processes in the United States. Our analysis focuses on the differences in deliberative indicators between those who submitted their comments using newly available electronic tools and those who postal mailed or faxed letters on paper. We also examine differences between those who submitted an original letter and those who submitted a version of a mass-mailed form letter. Overall, the data found modest evidence of the presence of deliberative democratic practices. More interesting are the apparently fundamental differences betwe...

61 citations

Journal ArticleDOI
TL;DR: The authors examines educational, political and philosophical perspectives on the concepts of worldview and religion in the context of multicultural education, using a post-colonial and post-structural approach combined with theories that analyse the politics of secularism.
Abstract: This article examines educational, political and philosophical perspectives on the concepts of worldview and religion in the context of multicultural education. Using a postcolonial and post-structural approach combined with theories that analyse the politics of secularism, we attempt to pinpoint key perspectives in the recognition of worldviews in the current discourse on liberal multiculturalism. We suggest that the liberal-secular foundation of multicultural education is blind to practices, which, while supposedly based on political neutrality, are discriminating and ‘Othering’ towards religions and non-Western worldviews. Through theoretical and contextual analysis, we aim to deconstruct the ‘Otherness’ of religious worldviews at the epistemic level.

61 citations

01 Jan 2010
TL;DR: Beitzel as discussed by the authors locates the writings of John W. Burton and human needs theory in relation to broader currents in social and political thought and presents a more robust human social ontology.
Abstract: FROM FREEDOM TO SELF-GOVERNANCE: COMPLEMENTING HUMAN NEEDS WITH RESPONSIBILITIES, A CRITICAL APPRAISAL Terry D. Beitzel, PhD George Mason University, 2010 Dissertation Chair: Richard E. Rubenstein ―Where do we go from here?‖ is a question recently posed by prominent conflict scholarpractitioners. The following study locates the writings of John W. Burton and human needs theory in relation to broader currents in social and political thought. This study does not discard human needs theory but attempts to complement human needs theory with human responsibilities to present a more robust human social ontology. By complementing human needs with human responsibilities an array of possibilities and challenges become available as the human agent and human social reality are placed at the center of analysis. The following attempts to synthesize the accomplishments of a range of social and political insights that support the goal of self-governance, and thereby acknowledging the role of human social responsibilities in this task. Briefly, answering the question where do we go from here involves going beyond meeting needs to an exploration into what is required of self-governance.

61 citations