Modern thinking about democracy is largely governed by the concept of constituent power. Some versions of the concept of constituent power, however, remain haunted by the spectre of totalitarianism. In this article, I outline an alternative view of the identity of the people whose constituent power generates democratic authority. Broadly speaking, constituent power signifies the idea that all political authority, including that of the constitution, must find its source in some idea of ‘the people’, whose authority is never exhausted by (...) constituted power. The deficiency I seek to address is that of asking who the people is to whom any claim of authority refers, while avoiding the pitfalls of totalitarianism. I show the most famous totalitarian view of constituent power – advanced by Carl Schmitt – to be not only politically unsavoury but also ontologically unjustified. To outline my alternative view, I draw on Jacques Derrida’s concept of just decisions to argue that the undecidable inaugurates collective responsibility by demanding a response. This suggests a view of ‘the people’ as a doing rather than a being. I conclude by showing how this avoids totalitarian views of popular sovereignty by demonstrating its congruency with Claude Lefort’s democratic theory as opposed to totalitarianism. (shrink)

Research in business ethics has largely ignored questions of equality and dissensus, raised by theorists of radical democracy. Alasdair MacIntyre, whose work has been very influential in business ethics, has developed a novel approach to virtue ethics rooted in both Aristotelian practical philosophy and a Marxian appreciation of radical democracy. In this paper, we bring MacIntyre into conversation with Jacques Rancière and Chantal Mouffe and argue the following: first, MacIntyre’s work has significant similarities with Rancière and Mouffe, thus suggesting that (...) MacIntyrean business ethics has the potential to address the concerns of radical democrats; second, the MacIntyrean business ethics literature has not adequately incorporated the aspects of Macntyre’s work addressing concerns regarding equality and dissensus and future work should pay more attention to these concerns. (shrink)

Research in business ethics has largely ignored questions of equality and dissensus, raised by theorists of radical democracy. Alasdair MacIntyre, whose work has been very influential in business ethics, has developed a novel approach to virtue ethics rooted in both Aristotelian practical philosophy and a Marxian appreciation of radical democracy. In this paper, we bring MacIntyre into conversation with Jacques Rancière and Chantal Mouffe and argue the following: first, MacIntyre’s work has significant similarities with Rancière and Mouffe, thus suggesting that (...) MacIntyrean business ethics has the potential to address the concerns of radical democrats; second, the MacIntyrean business ethics literature has not adequately incorporated the aspects of Macntyre’s work addressing concerns regarding equality and dissensus and future work should pay more attention to these concerns. (shrink)

In this article, I turn my attention to the figure of the ignorant master, Joseph Jacotot, that is depicted in The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation (1991). I will show that the voice of Jacotot can actually be read as a reaction against the progressive figure of the teacher which, following Rancière's view, can be seen as effecting a stultification. In some respects, however, Rancière's analysis of the pedagogical order no longer seems to be valid in today's partly (...) reconfigured, pedagogical order that depicts the teacher in terms of facilitation. Yet, the figure of the facilitator can be seen as effecting a stultification as well. Therefore, I will stress that Jacotot's voice is highly relevant today. The most important difference between the figure of the (old and current) figure of the stultifyer and that of the ignorant master is identified in their starting point. The stultifying master starts from the assumption of inequality. S/he transforms taught material (words, text, images, etc.) into objects of knowledge or resources for competence development that open the door to another world. The ignorant master (Jacotot) assumes equal intelligence and draws attention to a thing in common. According to Rancière, the ignorant master keeps the door closed and puts his/her students in the presence of a thing in common. (shrink)

In this essay we explore Rancière’s ‘politics of equals’ as an alternative conception of the political. Central to this conception is a division between instances of political contestation that address fundamental questions of equality (‘the politics of equals’) and those that are part of the management of the division of resources and positions in society (‘the police’). This distinction provides a new way of thinking about theoretical and empirical questions over logics of political action.