This volume considers corruption as a multidimensional, complex phenomenon in which various forms of corruption may overlap at any given time. Extending the seemingly paradoxical notion of "legal corruption" to such settings as the USA, Spain, and the Czech Republic, the book seeks to augment our understanding of corruption in democracies by focusing on conduct that is considered by large segments of the population to be corrupt even though they are not explicitly defined as such by the law or the governing elites. Such behaviors are not often captured by corruption perception indexes or identified by scholars who regard corruption as a single category-usually restricted to bribery. However, they are liable to incur a heavy price both in terms of trust in specific governments and of general system support. As illustrated by developments in Spain, the Czech Republic, and the corrosive presidential campaign of 2016 in the USA, these actions are liable to endanger both the quality and actual viability of democratic orders. This volume looks into the possibilities of legal reforms and anticorruption campaigns aiming to correct the consequences of such corruption on government legitimacy. A comparison between the anticorruption campaigns in the competitive authoritarian context of Russia and the fully authoritarian setting of China helps to identify both the difficulties and the possibilities of such efforts in democratic regimes.

Engaging Worlds: Core Texts and Cultural Contexts asks what do we learn of texts, cultures, and the world's dynamics when we read core texts, widely and deeply, in core-structured programs of the world's colleges and universities? What books, what arts, what associations and institutions, what sciences, what religions, what cultures, what educations, what citizens, what scholars, are we preparing for the future through an education in core texts that engages our worlds? The answers offered in these selected proceedings are drawn from the widest possible spectrum of institutions and disciplines who, through core programs, offer horizon-expanding liberal educations.

In this volume, the Association for Core Texts and Courses has gathered essays of literary and philosophical accounts that explain who we are simply as persons. Further, essays are included that highlight the person as entwined with other persons and examine who we are in light of communal ties. The essays reflect both the Western experience of democracy and how community informs who we are more generally. Our historical position in a modern or post-modern, urbanized or disenchanted world is explored by yet other papers. And, finally, ACTC educators model the intellectual life for students and colleagues by showing how to read texts carefully and with sophistication -- as an example of who we can be.

This volume explores the role of some of the most prominent twentieth-century philosophers and political thinkers as teachers. It examines how these teachers conveyed truth to their students against the ideological influences found in the university and society. Philosophers from Edmund Husserl and Hannah Arendt to political thinkers like Eric Voegelin and Leo Strauss, and their students such as Ellis Sandoz, Stanley Rosen, and Harvey Mansfield, are in this volume as teachers who analyze, denounce, and attempt to transcend ideology for a more authentic way of thinking. What the reader will discover is that teaching is not merely a matter of holding concepts together, but a way of existing or living in the world. The thinkers in this volume represent this form of teaching as the philosophical search for truth in a world deformed by ideology.

This volume explores the role of some of the most prominent twentieth-century philosophers and political thinkers as teachers. It examines how these teachers conveyed truth to their students against the ideological influences found in the university and society. Philosophers from Edmund Husserl and Hannah Arendt to political thinkers like Eric Voegelin and Leo Strauss, and their students such as Ellis Sandoz, Stanley Rosen, and Harvey Mansfield, are in this volume as teachers who analyze, denounce, and attempt to transcend ideology for a more authentic way of thinking. What the reader will discover is that teaching is not merely a matter of holding concepts together, but a way of existing or living in the world. The thinkers in this volume represent this form of teaching as the philosophical search for truth in a world deformed by ideology.