Introduction: Political Science, Democratic Citizenship and the Displacement of Pedagogy

Freedom as non-domination has acquired a leading status in political science. As a consequence of its success, neo-roman republicanism also has achieved great prominence as the political tradition that delivered it. Yet despite the fact that liberty in the Roman mode was forged not only in direct confrontation with monarchy but against democracy as well, the relationship of republicanism to democracy is the great absentee in the contemporary debate on non-domination. This article brings that relationship back into view in both historical and conceptual terms. It illustrates the misrepresentations of democracy in the Roman tradition and shows how these undergirded the theory of liberty as non-domination as a counter to political equality as a claim to taking part inimperium. In so doing it brings to the fore the “liberty side” of democratic citizenship as the equal rights of all citizens to exercise their political rights, in direct or indirect form.

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Reviews: The Study of Government: Political Science and Public Administration, The Psychology of Politics, The Politics of Communication: A Study in the Political Sociology of Language, Socialization and Legitimation, The Structure of Social Science: A Philosophical Introduction, Political Learning, Political Choice and Democratic Citizenship, The Political Character of Adolescence: The Influence of Families and Schools, Mathematical Approaches to Politics, Funktionsanalyse Und Politische Theorie, The Collected Works of Walter Bagehot. Vols. V–VIII the Political Essays, The Conservative Nation, The House of Commons: Services and Facilities, Marketing Boards and Ministers: A Study of Agricultural Marketing Boards as Political and Administrative Instruments, Studies in Social Science and Planning, Politics by Pressure, The Problem of Party Government, Modern Social Politics in Britain and Sweden: From Relief to Income Maintenance, Comparative Revolutionary Movements, Mass Political Violence: A Cross-National Causal Analysis, The Communists in Spain, Amicable Agreement versus Majority Rule, Uncertain Passage—China's Transition to the Post-Mao Era, Soviet Politics and Political Science, Malaysia—New States in a New Nation, General Elections in South Africa 1943–1970, Fascism in Italy: Society and Culture 1922–1945, The History of the Nazi Party: Volume II, 1933–1945, The Aryan Myth: A History of Racist and Nationalist Ideas in Europe, Europe in Question, The Defence of Western Europe, Bureaucratic Politics and Foreign Policy, The Foreign Policies of the Powers, Survey of Commonwealth Affairs. Problems of Expansion and Attrition 1953–1969, Testing Theories of Economic Imperialism, Daughter of a Revolutionary: Natalie Herzen and the Bakunin-Nechayev Circle, Bukharin and the Bolshevik Revolution. A Political Biography, 1888–1938, The Liberal Theory of Justice: A Critical Examination of the Principal Doctrines in A Theory of Justice, Contemporary Thought and Politics, The Essex Reference Index: British Journals on Politics and Sociology. 1950–1973

Political Studies ◽

10.1111/j.1467-9248.1975.tb00088.x ◽

1975 ◽

Vol 23 (4) ◽

pp. 514-571

Author(s):

R. G. S. Brown ◽

H. J. Eysenck ◽

B. G. Stacey ◽

Alan Ryan ◽

Shawn W. Rosenberg ◽

...

Keyword(s):

Social Science ◽

Political Science ◽

Political Violence ◽

Democratic Citizenship ◽

Critical Examination ◽

The Political ◽

Nazi Party ◽

Theory Of Justice ◽

History Of ◽

New Nation

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The Teaching of Citizenship

Political Science and Politics ◽

10.1017/s1049096500024148 ◽

1984 ◽

Vol 17 (02) ◽

pp. 211-215

Author(s):

Harvey C. Mansfield

Keyword(s):

Political Science ◽

Democratic Citizenship ◽

Good Thing ◽

The Political ◽

Political Scientist ◽

Good Citizen ◽

Universal Love ◽

The Way

The teaching of citizenship might seem inappropriate for a political scientist. Such teaching is normative, it might be said, but political science is empirical. And, it might be added, citizenship is a parochial concern for the good of one's own country, whereas political science is based on a universal love of truth. These objections will have to be made more precise, even recast; but insofar as they suggest that good citizen and good political scientist may not be the same thing, they are perfectly reasonable.The distinction between empirical and normative, or fact and value (which cannot be explored theoretically here), means that a political scientist, as political scientist, cannot tell citizens whether citizenship is a good thing, or say that political science is a good thing and ought to be welcomed or tolerated by citizens. A political scientist might perhaps remark empirically, or half-empirically, that love of one's country animates the citizens as citizen and love of truth inspires the political scientist as political scientist. But instead of leading to conflict between citizens and political scientists and hence to a problem for political scientists, who must be both, this observation is made to yield a queer harmony between the two. It is thought that since political scientists cannot pronounce upon the worth of citizenship, they do not get in the way of citizens. Their work is neutral to that of citizens. Love of truth does not interfere with love of country because all loves, being “values,” are incommensurable. Thus, the methodology of the fact-value distinction provides a lefthanded endorsement of (at least democratic) citizenship.

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Democratic Failure

10.18574/nyu/9781479804788.001.0001 ◽

2020 ◽

Keyword(s):

At Risk ◽

Political Science ◽

Political Representation ◽

Democratic Citizenship ◽

Political Regimes ◽

Risk Of Failure ◽

The Future ◽

Democratic Failure

Today we confront the prospect that some of the world’s oldest and most durable democracies may be backsliding, at risk of failure. But how should we conceptualize and measure democratic failure, given the imperfect nature of all existing political regimes? How should we identify those institutions that might be most vulnerable? Democratic Failure draws together leading scholars from philosophy, political science, and law to clarify the key challenges facing democracies, past and present, and to locate the intellectual resources available to actors and institutions under threat. It analyzes pressing problems of legitimacy and political representation, and inequality within democracies, addressing the rise of populism and the future of democratic citizenship. While timely, this latest addition to the NOMOS series demonstrates that democratic erosion constitutes a perennial concern.

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Teaching Students to Hear the Other Side: Using Web Design and Election Events to Build Empathy in the Political Science Classroom

Political Science and Politics ◽

10.1017/s1049096518000082 ◽

2018 ◽

Vol 51 (03) ◽

pp. 659-663

Author(s):

Leslie Caughell

Keyword(s):

Political Science ◽

Learning Outcomes ◽

Science Classroom ◽

Web Design ◽

Student Learning Outcomes ◽

Democratic Citizenship ◽

Student Experiences ◽

The Political ◽

Professional Skill ◽

Course Content

ABSTRACTResearch suggests that technology in the political science classroom may enhance student experiences and help instructors achieve their student-learning outcomes. Yet, how technology may foster more empathy for opposing viewpoints—an essential characteristic of deliberative democracy—has received less attention. This article outlines an assignment that required students to use WordPress to construct a campaign website for an opposition candidate and write a paper justifying their content and design choices. After completing this assignment, students demonstrated increased knowledge of the candidates for whom they designed websites. Additionally, they displayed a greater level of confidence in the competence of those candidates and a greater understanding of why the candidates would appeal to certain voters. Students also expressed a belief that the assignment provided a tangible professional skill that they would use in the future, and they indicated that their belief in the demonstrated utility of the assignment made it more enjoyable and engaging. This assignment provides one example of how technology may be used in the political science classroom in a way that facilitates student engagement and democratic citizenship, while also helping the instructor to gauge students’ ability to apply course content to contemporary events.

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(Mis)information, information literacy, and democracy

Journal of Information Literacy ◽

10.11645/15.3.2947 ◽

2021 ◽

Vol 15 (3) ◽

pp. 56

Author(s):

Pascal Lupien ◽

Lorna Rourke

Keyword(s):

Critical Pedagogy ◽

Political Science ◽

Information Literacy ◽

Transtheoretical Model ◽

Information Science ◽

Democratic Citizenship ◽

Political Climate ◽

Holistic Understanding ◽

Processing Information ◽

Cognitive Decision

The current political climate is characterized by an alarming pattern of global democratic regression driven by authoritarian populist leaders who deploy vast misinformation campaigns. These offensives are successful when the majority of the population lack skills that would allow them to think critically about information in the political sphere, to identify misinformation, and therefore to fully exercise democratic citizenship. Political science has theorized the link between information and power and information professionals understand the cognitive decision-making process involved in processing information, but these two literatures rarely intersect. This paper interrogates the links between information literacy (IL) and the rise of authoritarian populism in order to advance the development of a new transtheoretical model that links political science (which studies power), information science, and critical pedagogy to suggest new paths for teaching and research. We call for a collaborative research and teaching agenda, grounded in a holistic understanding of information as power, that will contribute to achieving a more informed citizenship and promoting a more inclusive democracy.

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