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Acknowledgements
• New chapters on liberty, global poverty, sovereignty and borders, and the
environment provide students with fresh insight on important debates in
political theory.
• A range of new case studies - including those on same-sex marriage, racial
inequality, sweatshop labour, and Brexit - demonstrate the relevance of
political theory to current real-world issues.
• Two new editors, Robert Jubb (University of Reading) and Patrick Tomlin
(University of Warwick), join the editorial team, offering new expert
perspectives on key political ideas.
Contents
Introduction
1 Political obligation
2 Liberty
3 Crime and punishment
4 Democracy
5 Power
6 Equality and social justice
7 Toleration
8 Multiculturalism
9 Gender
10 Global Poverty
11 Human Rights
12 Sovereignty and Borders
13 War and Intervention
14 The Environment
Glossary
References
Index
Detailed contents
Introduction
1 Political obligation
Introduction
Consent
Fairness
Community
Morality
Philosophical anarchism
Conclusion
2 Liberty
Introduction
Rival interpretations of liberty
Republican liberty
Liberty and equality
The value of negative liberty
Conclusion
3 Crime and punishment
Introduction
Consequentialist justifications of punishment
Retributivist justifications of punishment
Mixed approaches to the justification of punishment
Conclusion: punishment and beyond
4 Democracy
Introduction
Instrumentalism
Does democracy have non-instrumental value?
The problem of democratic citizenship
Democratic institutions
Conclusion
5 Power
Introduction
The concept of power and modes of power
Three dimensions of power
An alternative view of power
Power, freedom, and responsibility
Conclusion
6 Equality and social justice
Introduction: the history of social justice
The political rejection of social justice and its revival
Equality
Equality of opportunity
Social justice and social relations
The capability approach
Conclusion: prospects for achieving social justice
7 Toleration
Introduction
The traditional doctrine of toleration
The moral analysis of toleration
The contemporary liberal theory of toleration
Toleration as recognition
Conclusion
8 Multiculturalism
Introduction
Multiculturalism: thick or thin?
Liberalism and cultural rights
Do cultural rights oppress the oppressed?
The politics of recognition
Multiculturalism: open-minded dialogue and a common culture
Conclusion
9 Gender
Introduction
What is feminism?
The sex/gender distinction
Feminism, liberalism, and the law
‘The personal is political’
The ethics of care
Sex and violence
Conclusion
10 Global Poverty
The problem
Global political theory
The duty to aid
Uncertainty and ‘Why me?’
No duty of justice?
The duty not to harm
So, what can and should an individual do?
Conclusion
11 Human Rights
Introduction
Natural rights, the rights of man, and human rights
Analytical issues
Justifying theories
Implementing human rights
Conclusion
12 Sovereignty and Borders
Introduction
Sovereignty
Less or more sovereignty?
Who is sovereign?
Borders
The relationship between sovereignty and borders
Conclusion
13 War and Intervention
Introduction
The just war tradition
Theoretical approaches to the ethics of war
Jus ad bellum
Jus in bello
Jus post bellum
Conclusion
14 The Environment
Introduction
The environment and its relationship to humanity
Justice, value, and the environment
Responsibilities to the future
Policies to protect the environment
Who makes the decisions? Democracy and governance
Conclusion
Glossary
References
Index
List of case studies
Reader’s Guides
Identify the scope of the material to be covered and what themes and
issues you can expect to learn about with Reader’s Guides at the
beginning of each chapter.
Key Concepts
Develop your understanding of core principles in political theory with Key
Concept boxes throughout the text.
Key Thinkers
Contextualize your learning with information about key figures in
political theory with Key Thinkers boxes.
Key Texts
Learn more about some of the most important writings in the
development of political thought with Key Text features throughout the
book.
Key Points
Consolidate your knowledge as you progress through the chapter with
key points which summarize the most important ideas and arguments
discussed.
Case Studies
Develop your ability to connect theory with the real world with an
extended case study at the end of each chapter.
Questions
Assess your understanding of core themes and reflect critically on key
ideas with carefully devised end of chapter questions.
Further Reading
Broaden your learning with guided further reading, where the authors
highlight additional resources you may wish to read, with explanations
of why these readings are helpful.
Web Links
At the very end of the chapters, you will find an annotated list of
important websites which will help you take your learning further and
conduct further research.
Glossary Terms
Look up and revise key terms which appear in colour throughout the
text and are defined in a glossary at the end of the book.
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banquette her own se’f. I done seed her, one mornin’; she war a-
scrubbin’ lak mad. An’ bress yer, honey, she done had a veil on; so
no one won’t know her. Shore’s I live, she done brick her banquette
wid a veil on.”
“If she cleans the banquette herself, they must be very poor,” was
Pepsie’s logical conclusion. “Perhaps, after all, they’re not so proud;
only they don’t want people to know how poor they are. And, Tite,
don’t you tell that on the poor lady. You know it’s just one of your
stories about her having a veil on. It may have been some one else.
You couldn’t tell who it was, if she had a veil on, as you say.”
This argument did not in the least shake Tite Souris in her
conviction that she had seen the granddaughter of the Count
d’Hautreve bricking her banquette before “sun-up” with a veil over
her face.
However, Lady Jane and Pepsie were reconciled, and the little
cripple, to show her confidence in the child’s affection, was now as
anxious to have her go to Mam’selle Diane and learn music, as she
was averse to it before.
“Yes, Lady dear, I want you to learn to play on the piano, and I’ll
tell you what I’ve been thinking of,” said Pepsie as they leaned
confidentially toward each other across the table, “mama has some
money in the bank. She’s been saving it to get something for me.
You know, she does everything I want her to do. I wanted to learn to
read, and she had a teacher come to me every day until I could read
and write very well, so I’m sure she’ll do this, if I want her to; and this
is what it is: She must buy a piano to put right there in that space
next to bed.”
“For me to play on? Oh, Pepsie, how lovely!” and Lady Jane
clasped her hands with delight.
“And you can practise all the time,” continued the practical Pepsie.
“You know, if you ever learn music well you must practise a great
deal. Cousin Marie practised three hours a day in the convent. And
then, when you are grown up, you’ll sing in the cathedral, and earn a
great deal of money; and you can buy a beautiful white satin dress,
all trimmed down the front with lace, and they will ask you to sing in
the French Opera, on Rue Bourbon; and every one will bring you
flowers, and rings and bracelets, and jewels, and you’ll be just like a
queen.”
“And sit on a throne, and wear a crown?” gasped Lady Jane, her
eyes wide and sparkling, and her cheeks flushed over the glories of
Pepsie’s riotous imagination.
“Yes,” said Pepsie. Now that she had started she meant to give full
rein to her fancy. “And every one will be ready to worship you, and
you’ll ride out in a blue carriage, with eight white horses.”
“Oh, oh!” interrupted Lady Jane rapturously; “and you’ll go with
me, and it will be just as good as riding in Tante Modeste’s milk cart.”
“Better, much better,” agreed Pepsie, quite willing, in her present
mood, to admit that there was something better; “and then you’ll
have a big, big house in the country, with grass, and trees, and
flowers, and a fountain that will tinkle, tinkle all the time.”
“And you and Mama Madelon will live with me always.” Here a
sudden shadow passed over the bright little face, and the wide eyes
grew very wistful. “And, Pepsie, perhaps God will let papa and mama
come and live with me again.”
“YES, LADY DEAR, I WANT YOU TO LEARN TO PLAY ON THE
PIANO, AND I’LL TELL YOU WHAT I’VE BEEN THINKING OF,” SAID
PEPSIE
“Perhaps so, dear,” returned Pepsie with quick sympathy. “When I
say my prayers, I’ll ask.”
Presently Lady Jane said softly, with an anxious glance at Pepsie,
“You know, you told me that mama might come back before
Christmas. It’s nearly Christmas, isn’t it? Oh, I wish I could know if
she was coming back! Can’t you ask your cards, Pepsie? Perhaps
they’ll tell if she’ll come.”
“I’ll try,” replied Pepsie, “yes, I’ll try; but sometimes they won’t tell.”
When Lady Jane asked permission of Madame Jozain to study
music with Mam’selle Diane, Tante Pauline consented readily. In fact,
she was overjoyed. It was no common honor to have one’s niece
instructed by a d’Hautreve, and it was another feather in her much
beplumed cap. By and by people would think more of her and treat
her with greater consideration. When she was once intimate with the
d’Hautreve ladies, the neighbors wouldn’t dare turn the cold shoulder
to her; for through their interest in the child she expected to gain a
foothold for herself; but she had yet to learn how very exclusive a
d’Hautreve could be, under certain circumstances.
CHAPTER XVII
LADY JANE’S DANCING-MASTER