The relationship between participatory democracy (the rule of and by a socially diverse citizenry) and constitutional liberalism (a regime predicated on the protection of individual liberties and the rule of law) is a famously troubled one. The purpose of this essay is to suggest that, at least under certain historical conditions, participatory democracy will indeed support the establishment of constitutional liberalism. That is to say, the development of institutions, behavioral habits, and social values centered on the active participation of free (...) and equal citizens in democratic politics can lead to the extension of legally enforced immunities from coercion to citizens and noncitizens alike. Such immunities, here called “quasi-rights,” are at least preconditions for the personal autonomy and liberty in respect to choice-making that are enshrined as the “rights of the moderns.” This essay, which centers on one ancient society, does not seek to develop a formal model proving that democracy will necessarily promote liberal constitutionalism. However, by explaining why a premodern democratic citizenry of free, adult, native males—who sought to defend their own interests and were unaffected by Enlightenment or post-Enlightenment ideals of inherent human worth—chose to extend certain formal protections to slaves, women, and children, it may point toward the development of a model for deriving liberalism from democratic participation. Development of such a model could have considerable bearing on current policy debates. (shrink)

In this paper, I will explore Rorty’s recommendation to shift from a philosophical to a literary culture by addressing this theme through a philosophical-educational lens and in reference to the question of what kind of education we need in order to foster democratic ethos. In this perspective, I will establish a comparison/contrast between Rorty’s idea of sentimental education and Matthew Lipman’s Philosophy for Children understood as two (alternative?) ways of recontextualizing Dewey’s heritage. After discussing Rorty’s understanding of a need for (...) an end (instead of a “Deweyan” recovery) of philosophy starting from his dialogue with Castoriadis and by reconstructing his appeal to a poeticized culture, I will present Lipman’s case for education for philosophical inquiry in order to cultivate a democratic ethos in primary and secondary schools. I will contrast it with Rorty’s education as socialization and, contextually, I will illustrate their different stances towards Hirsch’s cultural literacy and his core curriculum approach to civic education. Finally, after problematizing Rorty’s views on the use of literature for a democratic culture, I will indicate the need to combine the Rortyan and Lipmanian thrusts and will claim that an aspect of the novel-driven education advocated by Rorty maintains a constitutive Socratic-inquiring dimension. (shrink)

The Phoenician Women, Euripides’ peculiar retelling and refashioning of the Theban myth, offers a portrait of Antigone before she becomes the actor we mostly know today from Sophocles’ play. In this under-studied Greek tragedy, Euripides portrays the political and epistemological dissolution that allows for Antigone’s appearance in public. Whereas Sophocles’ Antigone appears on stage ready to confront Creon with her appeal to the universal unwritten laws of the gods and later dissolves into the female lamenting a lost womanhood, Euripides’ Antigone (...) experiences the opposite journey, thereby offering insights into the conditions that allow for her exposure in the political arena. A speech by Eteocles at the center of the play questions the existence of absolutes, calls injustice beautiful, and opens the door for Antigone’s entrance into the public sphere. With this speech Eteocles challenges us to consider the conditions of political openness in the modern age. (shrink)

This article analyzes the epistemological aims and justification of character education legislation passed by the North Carolina General Assembly. I take this specific state law as representative of the broader national trends in the character education movement. I primarily use the work of Richard Rorty as the theoretical lens for the analysis and critique. I conclude by commending aspects of the legislative effort, but I suggest that greater emphasis must be placed on strengthening students' ethics through democratic action inside and (...) outside schools and not on a right-leaning, conservative, and didactic curriculum. Further, as social foundations educators, it is imperative to make strides in our classrooms to expose preservice teachers to the apparent and hidden contradictions of using character education as a tool of educational reform. (shrink)

In this article, I rely both on Derrida's 1974 work Glas, as well as Derrida's 1971–72 lecture course, “La famille de Hegel,” to argue that the concept of the quasi-transcendental is central to Derrida's reading of Hegel and to trace its implications beyond the Hegelian system. I follow Derrida's analysis of the role of Antigone—or, as the lecture course has it, “Antigonanette”—in Hegel's thought to argue that the quasi-transcendental indicates a restriction of empirical difference into the transcendental, which is thereby (...) only ever provisionally transcendental. I then argue that the economy of difference indicated by the quasi-transcendental is neither a general economy, nor is it in each case singular, but rather it ambivalently oscillates between these two. Finally, I treat the temporality of the quasi-transcendental, arguing that the economy of difference indicated by the quasi-transcendental is not prior to the restriction of empirical difference, but is paradoxically produced by it by being retroactively constituted. I take up this analysis for the sake of describing what I contend is the quasi-transcendental structure of constitutive exclusion, a way of understanding the conceptual structure of political bodies, and the political structure of concepts. (shrink)