Epistocratic systems of government have received renewed attention, and considerable opposition, in recent political philosophy. Although they vary significantly in form, epistocracies generally reject universal suffrage. But can they maintain the advantages of universal suffrage despite rejecting it? This paper develops an argument for a significant instrumental advantage of universal suffrage: that governments must take into account the interests of all of those enfranchised in their policy decisions or else risk losing power. This is called ‘the Interests Argument’. One problem (...) for the Interests Argument is that governments are not entirely responsive to voter interests, partly because voters do not always know what is in their interests. I will show how this epistemic claim can be used to support certain forms of epistocracy, but deny that it undermines the Interests Argument. I then consider whether we can identify forms of epistocracy that preserve the benefits of the Interests Argument whilst overcoming the epistemic limitations of democracy. I propose six forms of epistocracy, and argue that two are able to maintain these benefits, hence providing an evaluation of the relative strengths of these epistocracies with respect to one of the most valuable instrumental benefits of universal suffrage. Whilst epistocracy lacks many of the advantages of democracy, this paper shows that some forms fare better than others. (shrink)

Most laypersons and political theorists endorse the claims that all adults should be enfranchised and all children should be disenfranchised. The first claim rejects epistocracy; the second...

This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting contemporary (...) arguments on the topic put forward in favour of an epistocracy (as some call it) by social scientists, but not educators. It seems that most educators would not now dare to suggest that the more highly educated might be given more votes, largely on the grounds of equity. (shrink)

In their efforts to prevent democratic backsliding, militant democrats have traditionally been sympathetic to technocratic arrangements. Does this sympathy imply a logical congruence? Comparing theories of militant democracy and epistemic technocracy (aka epistocracy), I discover a common approach to basic aspects of representative democracy. Both theories see voters as fallible or ignorant instead of capable political agents; and they both understand political parties to be channels of state rule rather than democratic expression. This shared suspicion of grassroots political agency explains (...) why they employ non-democratic means to pursue their goals. But the two theories appear to be also analytically co-extensive. Like militant democrats, epistemic technocrats polemicize antidemocrats inasmuch as the latter are proxies for epistemically foul decision-making. Conversely, militant democrats try to block ‘incorrect’ decisions as long as these lead to democratic subversion, thereby producing a distinct type of militant technocracy. The article ends by drawing the implications of this symbiosis of epistemic and militant democratic ideas for contemporary democratic theory. (shrink)