Our political climate is increasingly characterised by hostility towards constructed others. Steven Gormley answers the question: what does it mean to do justice to others? He pursues this question by developing a critical, but productive, dialogue between deliberative theory and deconstruction. Two key claims emerge from this. First: doing justice to the other demands that we maintain an ethos of interruption. And secondly: Such an ethos requires a democratic form of politics. In developing this account, Gormley places deliberative theory and deconstruction into critical conversation with the work of Mouffe, Aristotle, Rorty, Laclau and different traditions of critical theory.
"The democratic imagination is facing significant challenges. These challenges involve not only deep philosophical questions about the core values of democracy, but also pressing practical issues related to how we should understand and confront the rise of right-wing authoritarian populism. What should our stance be as defenders of democratic life? The two most prominent efforts to orient us here are the deliberative and agonistic models of democracy. The former emphasizes reasoned discussion, but some worry that this exclusive focus overlooks structures of injustice that distort civil deliberation. The latter prioritizes contestation and conflict, but its proponents struggle to explain why this prime orientation to defeating political opponents will not also corrode our commitment to normative democratic restraints, like fairness. This book develops an understanding of the moral core of democracy. In doing so, it illuminates how these two faces of democratic life, the deliberative and agonistic, each has a significant, but constrained, role to play in a more capacious comprehension of what our democratic commitments require of us. The "communicative model" of democracy we propose provides better grounds for facing the challenges of contemporary anti-democratic movements than either the deliberative or agonistic models alone"--
This book is the first book-length deconstructive study of the political philosophy of Jürgen Habermas. Inspired by the work of Jacques Derrida, the book applies deconstruction to key issues in Habermas’s work: rational discourse and rational consensus, constitutional democracy, tolerance and civil disobedience. The war in Iraq brought Habermas and Derrida together in defense of international law and in favor of a bigger role for a united Europe in international affairs. Yet, despite the rapprochement between Habermas and Derrida in the years prior to Derrida’s death, important differences remain between Habermas’s critical theory and Derrida’s deconstruction. These differences reflect differences between post-structuralism and critical theory and between postmodernists and the defenders of modernity.
This book is the first book-length deconstructive study of the political philosophy of Jürgen Habermas. Inspired by the work of Jacques Derrida, the book applies deconstruction to key issues in Habermas’s work: rational discourse and rational consensus, constitutional democracy, tolerance and civil disobedience. The war in Iraq brought Habermas and Derrida together in defense of international law and in favor of a bigger role for a united Europe in international affairs. Yet, despite the rapprochement between Habermas and Derrida in the years prior to Derrida’s death, important differences remain between Habermas’s critical theory and Derrida’s deconstruction. These differences reflect differences between post-structuralism and critical theory and between postmodernists and the defenders of modernity.
From the theory of 'deliberative democracy' to the politics of the 'third way', the present Zeitgeist is characterized by attempts to deny what Chantal Mouffe contends is the inherently conflictual nature of democratic politics. Far from being signs of progress, such ideas constitute a serious threat to democratic institutions. Taking issue with John Rawls and Jrgen Habermas on one side, and the political tenets of Blair, Clinton and Schrder on the other, Mouffe brings to the fore the paradoxical nature of modern liberal democracy in which the category of the 'adversary' plays a central role. She draws on the work of Wittgenstein, Derrida, and the provocative theses of Carl Schmitt, to propose a new understanding of democracy which acknowledges the ineradicability of antagonism in its workings.
Deliberative Democracy and the Environment makes an important contribution to our understanding of the relationship between democratic and green political theory.
The revival of recognition theory has brought new energy to critical theory. In general terms, recognition theory aims to critically evaluate social structures against a standard of social freedom identified with norms of interaction which are freely recognised by all parties. Until now, attention has primarily focused on the categories and forms of recognition theory. However, the influence of contemporary French theory upon the development of theories of recognition has not yet received the consideration it merits. This collection outlines the current state of recognition theory, studies the impact of French theory, and uses French thought to identity aspects of the recognitive process which are often overlooked. Exploring French accounts of agonistic identity construction, vulnerability, power, ethical obligation and reflexive theory construction, this book supports the intentions of critical theory with heightened attentiveness to oppression in all of its forms.
The twenty-first century is characterized by the global circulation of cultures, norms, representations, discourses, and human rights claims; the arising conflicts require innovative understandings of decision making. Deliberative Acts develops a new, cogent theory of performative deliberation. Rather than conceiving deliberation within the familiar frameworks of persuasion, identification, or procedural democracy, it privileges speech acts and bodily enactments that constitute deliberation itself, reorienting deliberative theory toward the initiating moment of recognition, a moment in which interlocutors are positioned in relationship to each other and so may begin to construct a new lifeworld. By approaching human rights not as norms or laws, but as deliberative acts, Lyon conceives rights as relationships among people and as ongoing political and historical projects developing communal norms through global and cross-cultural interactions.
Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished general editor and an international editorial board. Entries are followed by cross references and further reading suggestions. A Reader’s Guide groups entries thematically The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory. Key Themes: Aims of Education Classic Premodern Philosophers, Theories, and Theorists Curriculum Educational Research, Evaluation, and Testing Equity, Rights, Social Stratification, and Citizenship Higher Education Learners, Learning, and Teaching Liberal Education Moral, Religious, Spiritual, and Social/Cultural Values Multiculturalism and Special Populations Organization of Schooling Philosophy of Science, Sociology of Science, and Epistemology Philosophy of Education: Feminist Perspectives Philosophy of Education: Nonwestern Traditions Philosophy of Education: The Analytic Tradition Philosophy of Education: The Continental Traditions Philosophy of Education: The Political Theory Tradition Philosophy of Education: The Pragmatic Tradition Progressive Education Psychological Orientation in Educational Theory Social Sciences Orientation in Educational Theory
