This volume collects some of the leading essays in contemporary democratic theory published in the past thirty years. The anthology presents the work of a select group of contributors (including Peter Singer, Joshua Cohen, Ronald Dworkin, Richard Arneson, and others) and covers many foundational approaches defended by scholars from a range of different disciplines. The chapters address many issues that are central to philosophical reflections on democracy, such as questions pertaining to deliberative and economic approaches, as well as to such topics as intrinsic fairness, the role of equality in relation to minority groups, and the limits of democracy. Covering representative work in economics, political science, legal theory, and philosophy, this comprehensive volume is suited to courses in political theory and political philosophy.

The book reveals the Reality of Life. Life's origin, Life's reason for existence is answered. The personal choice for the self, self-creation, is shown. Life's Eternity, Life's Indestructible Nature is proven. The immortality of the soul is proven. The book proves God's existence. Unlimited power is disproven. The philosophy of the book is titled the one philosophy. The One Philosophy includes all opposites, the Middle Ground between which is taken and confirmed. All that is lacking of the good is exposed. Philosophy is the answer to knowledge of the good, not religion, not democracy. The philosopher-king is advocated. The three main human objectives are put forth: understanding of Life's laws, the creating of the good society, the need to live in peace. Only philosophy has the answers. This book marks the new human beginning. It is groundbreaking. The phony, not-so-peaceful-andloving, the real Jesus Christ is exposed. The destruction of Jesus Christ is complete. The greatest human questions are answered. The basis of future humanity will be the One Philosophy

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

As we enter a new millennium, it is clear that we are in the midst of one of the most dramatic technological revolutions in history that is changing everything from the ways that we work, communicate, participate in politics, and spend our leisure time. The technological revolution centers on computer, information, communication, and multimedia technologies, is often interpreted as the beginnings of a knowledge or information society, and therefore ascribes technologies a central role in every aspect of life. This Great Transformation poses tremendous challenges to critical social theorists, citizens, and educators to rethink their basic tenets, to deploy the media in creative and productive ways, and to restructure the workplace, social institutions, and schooling to respond constructively and progressively to the technological and social changes that we are now experiencing.

In a blend of history, biography, political science, and political theory, he offers examples of the finest democratic leadership as well as cautionary tales of prominent leaders whose styles were essentially aristocratic."--BOOK JACKET.

In a book that is both a critical analysis of contemporary society and the record of a feminist intellectual odyssey, Ann Ferguson, one of the most influential socialist-feminist theorists, develops a new theory of social domination. Tracing the development of socialist-feminist theory from its roots in the politics of the New Left to its present p

At a time when America's schools face many of the most difficult challenges ever, the authors of Leading for Democracy: A Case-Based Approach to Principal Preparation return the reader to an agenda for democratic leadership for schools. Emphasizing the need for leadership preparation programs to reexamine existing and more traditional approaches to principal preparation, this comprehensive book draws to the foreground the need for a case-based approach that reflects the real-world problems and challenges faced by principals in schools today. In particular, Leading for Democracy emphasizes both a case-based pedagogy for principal preparation and the democratic ideals that provide the foundation for democratic schools, bringing into specific relief the work ahead for professors of educational leaders in preparing principals ground in democratic practice. Equally important, Leading for Democracy provides practical insight to the challenges of today's principal, offering a set of pedagogical tools for professors to guide students of leadership in learning and understanding the difficult work required of leading democratically, set against the backdrop of a changing America.

Is the world facing a serious threat to the protection of constitutional democracy? There is a genuine debate about the meaning of the various political events that have, for many scholars and observers, generated a feeling of deep foreboding about our collective futures all over the world. Do these events represent simply the normal ebb and flow of political possibilities, or do they instead portend a more permanent move away from constitutional democracy that had been thought triumphant after the demise of the Soviet Union in 1989? Constitutional Democracy in Crisis? addresses these questions head-on: Are the forces weakening constitutional democracy around the world general or nation-specific? Why have some major democracies seemingly not experienced these problems? How can we as scholars and citizens think clearly about the ideas of "constitutional crisis" or "constitutional degeneration"? What are the impacts of forces such as globalization, immigration, income inequality, populism, nationalism, religious sectarianism? Bringing together leading scholars to engage critically with the crises facing constitutional democracies in the 21st century, these essays diagnose the causes of the present afflictions in regimes, regions, and across the globe, believing at this stage that diagnosis is of central importance - as Abraham Lincoln said in his "House Divided" speech, "If we could first know where we are, and whither we are tending, we could then better judge what to do, and how to do it."