A philosophical analysis informed by history, this work examines the reasons for the highly destructive behavior of the Red Guards in the early part of China's Cultural Revolution. By probing the political, educational, and psychological factors influencing the Red Guards, Jing Lin sheds light on how teenagers and young adults were able to justify violence in the name of class struggle and human rights. She concludes that non-critical, categorical thought, buttressed by the political and educational systems, was pivotal. Jing Lin introduces the work with a discussion of democratic and non-democratic thought, and of the Red Guards' views about class struggle, authority and justice. She then examines the theory behind Mao's totalitarian rule. Chapter Three is devoted to schools, and their decisive role in developing the Red Guards. The psychology of the Red Guards follows: Lin details how concepts of the proletariat, class enemies, and intellectuals nurtured habits of aggression and obedience. In concluding, Lin suggests how to foster critical and democratic thinking in Chinese education.
Each of the four volumes in this set, as well as each volume independently, provide comparative analyses for researches, practitioners, and students of the law and education In examining law and education in various countries around the world. Designed to allow readers to learn from, rather than copy, the legal and educational systems in these volumes, the books are designed to generate thought and conversation on how education can be improved around the world. By having chapter authors, leading academicians in the home countries, follow the same template so it can be easier to compare similarities and differences, thereby helping to make the book user friendly. The value of these books is that they should help to enhance international awareness of the similarities and advantages associated with bringing together knowledge from various countries concerning education law. Volume 1, covering the British Commonwealth Nations in the south west Pacific region, namely Australia, Malaysia, New Zealand, Singapore, provides detailed analysis of education law and school systems in these representative countries so researchers and students there and elsewhere can learn from one another.
Providing an interdisciplinary overview of Australian constitutional law and practice, this Handbook situates the development of the constitutional system in its proper context. It also examines recurrent themes and tensions in Australian constitutional law, and points the way for future developments.
In the history of political thought, the emergence of the modern state in early modern England has usually been treated as the development of an increasingly centralizing and expansive national sovereignty. Recent work in political and social history, however, has shown that the state—at court, in the provinces, and in the parishes—depended on the authority of local magnates and the participation of what has been referred to as "the middling sort." This poses challenges to scholars seeking to describe how the state was understood by contemporaries of the period in light of the great classical and religious textual traditions of political thought. State and Commonwealth presents a new theory of state and society by expanding on the usual treatment of "commonwealth" in pre–Civil War English history. Drawing on works of theology, moral philosophy, and political theory—including Martin Bucer's De Regno Christi, Thomas Smith's De Republica Anglorum, John Case's Sphaera Civitatis, Francis Bacon's essays, and Thomas Hobbes's early works—Noah Dauber argues that the commonwealth ideal was less traditional than often thought. He shows how it incorporated new ideas about self-interest and new models of social order and stratification, and how the associated ideal of distributive justice pertained as much to the honors and offices of the state as to material wealth. Broad-ranging in scope, State and Commonwealth provides a more complete picture of the relationship between political and social theory in early modern England.