The Causes and Consequences of the Neo-Brandeisian Antitrust Movement in the United States

The recent appointments of Timothy Wu as Special Assistant to the U.S. President for Technology and Competition Policy and Lina Khan, a member of the U.S. Federal Trade Commission, two prominent advocates for a fundamental shift in U.S. antitrust policy, and the introduction of federal and state legislation to change how antitrust is applied signal a realistic possibility of a fundamental change of direction in the course of U.S. antitrust. The shift advocated by these self-described “Brandeisians” goes beyond the reform proposals advocated by the Post-Chicago School movement. Whereas the Post-Chicago School movement, which was based primarily on industrial organization theory, advocated for change while recognizing the primacy of economic theory in the application of antitrust law, the Neo-Brandeisians argue that economic considerations should only be part of the substantive antitrust analysis and not necessarily the determinative factor. For many Europeans, and in particular Germans familiar with legal history, the ideas advanced by the Neo-Brandeisians will be familiar. Louis Brandeis, whose writings and opinions serve as the intellectual compass of the Neo-Brandeisians, was himself influenced by the Freirechtsbewegung and their skepticism of a wertfreie jurisprudence. Borrowing from post-modernist philosophy, the Neo-Brandeisians recognize that the dominant legal doctrines reflect the prevailing power structures in society. In their view, the fact that U.S. antitrust law relies heavily on economic theory does not allow it to claim value neutrality. The more radical members of this movement consequently argue that other values beyond economics should be considered in the application of U.S. antitrust law by the courts and antitrust agencies. In this article we attempt to introduce this movement to a European audience and assess its possible impact on the direction of U.S. antitrust.

‘Modernism’ and the Ethiopian Orthodox Sunday School Movement: Indigenous Movements and their International Connections

This article traces the history of twentieth-century Ethiopian Orthodox student movements formed in response to modernity, especially the influential Maḫbärä Qəddusan, ‘Association of Saints’, established in 1991 when Ethiopia's Communist regime fell. It explores parallels in Egyptian and Indian miaphysite Churches; balances the prevailing narrative of explosive Pentecostal growth which has obscured the influence of such movements; provides insight into networks that have stimulated renewal and responses to contemporary challenges through strong engagement with traditional literary and intellectual heritage; and explores training and publications promoting contemporary reflection on this heritage, the revival of important religious practices and the targeting of influential ecclesiastical and public positions.

Non-Partisan School: A Conservative Education Initiative in Brazil

The main goal of this article is to analyse the Non-Partisan School movement (EsP, or Escola sem Partido) which articulates social and political actors around a conservative agenda for education in Brazil. Based on Ball’s studies, this article analyses political governance networks using a free software, GEPHI, using a qualitative network methodology. The article analyses some relevant social actors in this conservative initiative. The research shows that the Non-Partisan School, though presented as an initiative against ideological indoctrination, is in fact the result of a strong combination of ideological, conservative and partisan interests. The article shows that EsP is a conservative agenda among other movements in the struggle for ideological hegemony in the educational field.

Children in the New Testament World

At the turn of the 20th century, Clarence Herbert Woolston penned the words to the now famous children’s song, “Jesus Loves the Little Children” (published in Gospel Message 1-2-3 Combined, edited by J. Lincoln Hall, Adam Geibel, and C. Austin Miles [Philadelphia: Hall-Mack Company, 1915], p. 355). Woolston’s song is reflective both of the American Sunday School movement of the 19th and 20th centuries and the growing trend in popular biblical studies to read Jesus as a friend of children. However, a few early monographs not excepting, children did not receive sustained attention in New Testament scholarship until the 21st century. This is distinct from studies and application of the metaphorical use of “children” and “child” as rhetorical or metaphorical images in New Testament texts, especially the Epistles, which is considered in a separate entry (“Child Metaphors in the New Testament,” forthcoming). With the advent of the interdisciplinary fields of childhood studies and child theology in the 1980s and 1990s, the stage was set to study more closely both Jesus’s relationship with children as portrayed in the New Testament texts and the child characters, Jesus included, therein. In terms of sheer demographics, children are estimated to have made up roughly two-thirds of ancient agrarian societies, such as the 1st-century Mediterranean. As such, when the feminist principle of reclaiming characters from the “shadows” of the text is employed, the imprint of children can be seen across the New Testament. This widespread presence of children in 1st-century Judea and Galilee has also been confirmed by social science and archaeological investigations. Moreover, such investigations have revealed that the character and nature of childhood, or more properly, childhoods in these contexts, was radically different than many of the 21st-century assumptions. Most notably, the assumptions that the Jesus movement was solely positive for children, or that such positivity was unique, have been called into question. To this end, the study of children in the New Testament seeks to bring to light both the presence and lives of child characters in these texts and the children among their original audiences while avoiding anachronistic and supercessionist assumptions. What has resulted is a more nuanced reading both of the experience and character of childhoods in the 1st-century world and, as a result, of the New Testament texts.

Understanding Student-Led Groups

Moving beyond traditional education structures to build a lasting electronic music school movement requires more than charismatic teachers and compelling outcomes. It requires a generation of students who feel ownership of their work, and their work has to make a meaningful impact on the school and the community of students at large. This chapter discusses the teacher’s role in such groups, as a facilitator rather than director. The chapter explains the organizational psychology behind creative teams and gives methods for helping students work in groups that highlight their strengths and that match projects to their abilities and interests. The text outlines the facilitator’s responsibility to motivate productivity, to provide logistical support and resources, and to act as a proxy for the audience. Finally, the chapter shows how these methods can expand beyond music projects to encompass film, TV shows, and other multimedia production.