Political Science: The State of the Discipline II

By Ada W. Finifter | Go to book overview

meaning of, responses to, and effects of those challenges has prompted the exploration of how we are even to read the texts he has left, as political theorists ire beginning to bring him into the ken of their interpretative efforts (e.g., Phelan 1990; Miller 1990; Thiele 1990).

The expansion of the corpus in all directions is important for deepening our knowledge and resources. As with every field of study, however, as it expands the practitioners become more and more separated and conversations among scholars more difficult. A smaller core of texts means a more focused conversation among political theorists, but also a conversation that can become constricted and narrow, looking only in on itself. The wider the core of readings, the more difficult it becomes to carry on the conversation. Insofar as political theory is conversation about the just and the unjust, the best regime and the worst, legitimacy and illegitimacy -- the expansion of readings and the possibilities of new understandings of these questions are to be welcomed. The challenge, though, is to maintain the conversation despite the expansion. It is not clear that the last generation of scholars has been able to achieve this.


Conclusion

R.G. Collingwood, faced with the ugliness of the Albert Memorial, was forced to confront the meaning of beauty for himself and for the architect of the memorial. He claimed that he could not understand the memorial or appreciate it if he used his own standards of beauty; he needed to understand how the memorial met the standards of a different time and a different person. In this way, perhaps, he learned the limits of his own conception of beauty and was led to discover a beauty that transcended the expectations of his own set of experiences. The texts that we include in the study of political theory likewise cannot be understood insofar as we go to them only with our own questions and our own standards. To this extent we must be able to set them in a context, to see them as having authors, as speaking in a language that a particular set of a past population could understand. But this need not leave them as simply artifacts of the past -- curiosities of long faded values. Collingwood recognized that Scott's standards of beauty may not have been his own, that the role of this memorial may not have matched his own conception of that role, but in so doing he need not learn the relativity of all standards of beauty. The challenge may be Socratic: to raise questions about the opinions precisely by showing that those opinions may not be universal. But as with Socrates, to learn that our truths may not themselves be universal does not lead to the impossibility of searching for truths. It leads rather to the aporia, the admission of ignorance, that is at the foundation of all learning.

To be able to learn about the limits of our opinions we need to understand the context of the works we read; if we do not, we are left with our questions unanswered. Despite the attacks on texts launched by those critical of their "gendered" language, of their status as object rather than subject, of their psychological and historical distance from us, we have seen no lessening over the last decade of commentary on and engagement with texts. What we have seen is the increased willingness to acknowledge the educative role of these texts -- a role that may make them more dangerous than they were when they were read simply to set the record straight about who said what, when, and first. Socrates was executed by the Athenians for corrupting the young as he goaded them to ask new questions of their established norms and perhaps find those norms wanting. The return to texts for this normative education does entail a certain degree of danger. Though theorists today have no illusions that the hemlock is likely to confer martyrdom's immortality on them, they are prepared to confront the profoundly discomforting conclusions that a Nietzsche or a Heidegger may force us to acknowledge, the undermining of the enlightenment foundations of knowledge and the political consequences of that critique. If anything, it is likely that the next decade will see continued and increased attention to precisely those texts that do force us to question some of our most casually accepted assumptions. It is the unsettling quality of these texts that make them far more powerful educational tools than perhaps even Matthew Arnold envisioned in his pleas for a literary canon. What has appeared to be given in any society may not be; but that is precisely why we read these texts and why they are at the center of so much academic debate of late.

On the other hand, the historical debates that set those texts into a discourse of a time and place so distant from our own, that assume fundamental discontinuities rather than continuities, that force us to spend our time learning a new language can make these works seem sterile. Yet, as Strauss recognized and as Collingwood warned us, we cannot read those texts without language skills, broadly conceived. Sophocles' Antigone, for example, is not about fighting for the rights of self-expression of the individual, as it is far too often understood to be. To read the play in that way is not to learn from Sophocles. But if we know nothing about the absence of a language of individual rights to self- expression or of the centrality of the conflict between household and the establishment of the polis in ancient Athens, we may make this mistake. The overwhelming challenge for the next generation is then to resist the

-21-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Political Science: The State of the Discipline II
Table of contents

Table of contents

  • Title Page i
  • Table of Contents v
  • Preface vii
  • Theory and Method 1
  • 1: Texts and Canons: The Status of the "Great Books" in Political Theory 3
  • Conclusion 21
  • Notes 22
  • Bibliography 23
  • 2: Political Theory in the 1980s: Perplexity Amidst Diversity 27
  • Notes 43
  • Bibliography 43
  • Additional Bibliography 46
  • 3: Feminist Challenges to Political Science 55
  • Notes 72
  • Bibliography 73
  • 4: Formal Rational Choice Theory: A Cumulative Science of Politics 77
  • Concluding Comments 97
  • Notes 98
  • Bibliography 101
  • 5: The Comparative Method 105
  • Conclusion 116
  • Notes 117
  • Bibliography 117
  • 6: The State of Quantitative Political Methodology 121
  • Conclusion 148
  • Notes 148
  • Bibliography 150
  • Political Processes and Individual Political Behavior 161
  • 7: Comparative Political Parties: Research and Theory 163
  • Conclusion 183
  • Notes 184
  • Bibliography 185
  • 8: The Not So Simple Act of Voting 193
  • Notes 213
  • Bibliography 214
  • 9: The New Look in Public Opinion Research 219
  • Notes 240
  • Bibliography 240
  • 10: Expanding Disciplinary Boundaries 247
  • Conclusion 269
  • Notes 271
  • Bibliography 271
  • 11: Citizens, Contexts, and Politics 281
  • Conclusion: Putting the Puzzle Back Together 299
  • Bibliography 300
  • 12: Political Communication 305
  • Conclusions 323
  • Bibliography 324
  • Political Institutions of the State 333
  • 13: Legislatures: Individual Purpose and Institutional Performance 335
  • Conclusions: Behavior, Institutions, and Theory 354
  • Notes 357
  • Bibliography 357
  • 14: Public Law and Judicial Politics 365
  • 15: Political Executives and Their Officials 383
  • Conclusion 402
  • Bibliography 403
  • 16: Public Administration: The State of the Field 407
  • Notes 423
  • Bibliography 424
  • Nations and Their Relationships 429
  • 17: Comparative Politics 431
  • Conclusion 443
  • Notes 444
  • Bibliography 446
  • 18: Global Political Economy 451
  • Conclusion 474
  • Notes 476
  • Bibliography 477
  • Conclusions 483
  • Conclusions 503
  • Notes 504
  • Bibliography 505
  • Appendix 511
  • Contributors 513
  • Index of Cited Authors 517
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 538

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.