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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.
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.
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.
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