The document discusses different forms of non-democratic governments including dictatorships, totalitarianism, communism, and fascism. It defines key terms and provides examples of different types of dictatorships. It also examines the features of totalitarianism including the use of force, indoctrination, propaganda, and scapegoating. The document analyzes the failures of the Weimar government in Germany and contrasts liberal democracy with communist and fascist systems of government.
Presentation prepared for lectures on Fascism for PS 240 Introduction to Political Theory at the University of Kentucky, Spring 2007. Dr. Christopher S. Rice, Instructor.
Presentation prepared for lectures on Fascism for PS 240 Introduction to Political Theory at the University of Kentucky, Spring 2007. Dr. Christopher S. Rice, Instructor.
Kenneth N. Waltz was an American political scientist who was a member of the faculty at both the University of California, Berkeley and Columbia University and one of the most prominent scholars in the field of international relations. He was a veteran of both World War II and the Korean War.
Waltz was a founder of neorealism, or structural realism, in international relations theory. Waltz's theories have been extensively debated within the field of international relations. In 1981, Waltz published a monograph arguing that in some cases the proliferation of nuclear weapons could increase the probability of international peace.
Relations among states take place in the absence of a world government. For realists, this means that the international system is anarchical. International relations are best understood by focusing on the distribution of power among states. Despite their formal legal equality, the uneven distribution of power means that the arena of international relations is a form of ‘power politics’. Power is hard to measure; its distribution among states changes over time and there is no consensus among states about how it should be distributed. International relations is therefore a realm of necessity (states must seek power to survive in a competitive environment) and continuity over time. When realists contemplate change in the international system, they focus on changes in the balance of power among states, and tend to discount the possibility of fundamental change in the dynamics of the system itself.
The following key thinkers all subscribe to these basic assumptions in their explorations of the following questions:
(1) What are the main sources of stability and instability in the international system?
(2) What is the actual and preferred balance of power among states?
(3) How should the great powers behave toward one another and toward weaker states?
(4) What are the sources and dynamics of contemporary changes in the balance of power?
Despite some shared assumptions about the nature of international relations, realists are not all of one voice in answering these questions, and it would be wrong to believe that shared assumptions lead to similar conclusions among them. In fact, there is sharp disagreement over the relative merits of particular balances of power (unipolarity, bipolarity and multipolarity). There is also much debate over the causal relationship between states and the international pressures upon them, and the relative importance of different kinds of power in contemporary international relations.
Slide show prepared for a series of lectures on Anarchism for PS 240 Intro to Political Theory at the University of Kentucky, Fall 2007. Dr. Christopher S. Rice, Lecturer.
Kenneth N. Waltz was an American political scientist who was a member of the faculty at both the University of California, Berkeley and Columbia University and one of the most prominent scholars in the field of international relations. He was a veteran of both World War II and the Korean War.
Waltz was a founder of neorealism, or structural realism, in international relations theory. Waltz's theories have been extensively debated within the field of international relations. In 1981, Waltz published a monograph arguing that in some cases the proliferation of nuclear weapons could increase the probability of international peace.
Relations among states take place in the absence of a world government. For realists, this means that the international system is anarchical. International relations are best understood by focusing on the distribution of power among states. Despite their formal legal equality, the uneven distribution of power means that the arena of international relations is a form of ‘power politics’. Power is hard to measure; its distribution among states changes over time and there is no consensus among states about how it should be distributed. International relations is therefore a realm of necessity (states must seek power to survive in a competitive environment) and continuity over time. When realists contemplate change in the international system, they focus on changes in the balance of power among states, and tend to discount the possibility of fundamental change in the dynamics of the system itself.
The following key thinkers all subscribe to these basic assumptions in their explorations of the following questions:
(1) What are the main sources of stability and instability in the international system?
(2) What is the actual and preferred balance of power among states?
(3) How should the great powers behave toward one another and toward weaker states?
(4) What are the sources and dynamics of contemporary changes in the balance of power?
Despite some shared assumptions about the nature of international relations, realists are not all of one voice in answering these questions, and it would be wrong to believe that shared assumptions lead to similar conclusions among them. In fact, there is sharp disagreement over the relative merits of particular balances of power (unipolarity, bipolarity and multipolarity). There is also much debate over the causal relationship between states and the international pressures upon them, and the relative importance of different kinds of power in contemporary international relations.
Slide show prepared for a series of lectures on Anarchism for PS 240 Intro to Political Theory at the University of Kentucky, Fall 2007. Dr. Christopher S. Rice, Lecturer.
Slideshow prepared for a series of lectures on Fascism for PS 240 Intro to Political Theory at the University of Kentucky, Fall 2007. Dr. Christopher S. Rice, Lecturer.
PICK A PRODUCT OR PRODUCT CATEGORY ON EUROMONITOR AND WRITE A .docxkarlhennesey
PICK A PRODUCT OR PRODUCT CATEGORY ON EUROMONITOR AND WRITE A 600
WORD REPORT ON CONSUMER TRENDS FOR THAT PRODUCT OR PRODUCT CATEGORY
USING DATA FROM FIVE COUNTRIES. (The countries should be from different regions
and have different levels of economic development)
THE REPORT SHOULD INDICATE:
o What the overriding trends are for the product;
o In what type of country is the product doing well or poorly and why;
o Where are sales for the product projected to grow and decline;
o What do Euromonitor’s written assessments and reports tell you about the
product?
This assignment is due at 11:59pm on Wednesday, 12/4/2019.
Chapter 6. The Totalitarian Model: A False Utopia
Learning Objectives
· 1Define totalitarianism.
· 2Describe the role of ideology in totalitarian states.
· 3Identify the three most infamous totalitarian rulers and how they earned that reputation.
· 4Describe the three developmental stages in the life of a totalitarian state.
· 5Determine the value of studying totalitarianism even though the world’s worst examples of totalitarian rule have passed into the pages of history.
A new and more malignant form of tyranny called totalitarianism reared its ugly head in the twentieth century. The term itself denotes complete domination of a society and its members by tyrannical rulers and imposed beliefs. The totalitarian obsession with control extends beyond the public realm into the private lives of citizens.
Imagine living in a world in which politics is forbidden and everything is political—including work, education, religion, sports, social organizations, and even the family. Neighbors spy on neighbors and children are encouraged to report “disloyal” parents. “Enemies of the people” are exterminated.
Who are these “enemies“? Defined in terms of whole categories or groups within society, they typically encompass hundreds of thousands and even millions of people who are “objectively” counterrevolutionary—for example, Jews and Gypsies (Romany) in Nazi Germany, the bourgeoisie (middle class) and kulaks (rich farmers) in Soviet Russia, and so on. By contrast, authoritarian governments typically seek to maintain political power (rather than to transform society) and more narrowly define political enemies as individuals (not groups) actively engaged in opposing the existing state.
Why study totalitarianism now that the Soviet Union no longer exists? First, communism is not the only possible form of totalitarian state. The examples of Nazi Germany and Fascist Italy are reminders that totalitarianism is not a product of one ideology, regime, or ruler. Second, totalitarianism is an integral part of contemporary history. Many who suffered directly at the hands of totalitarian dictators or lost loved ones in Hitler’s Holocaust, Stalin’s Reign of Terror, Mao’s horrific purges, or other more recent instances of totalitarian brutality are still living. The physical and emotional scars of the victims remain even after the tyrants are long g ...
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
In a May 9, 2024 paper, Juri Opitz from the University of Zurich, along with Shira Wein and Nathan Schneider form Georgetown University, discussed the importance of linguistic expertise in natural language processing (NLP) in an era dominated by large language models (LLMs).
The authors explained that while machine translation (MT) previously relied heavily on linguists, the landscape has shifted. “Linguistics is no longer front and center in the way we build NLP systems,” they said. With the emergence of LLMs, which can generate fluent text without the need for specialized modules to handle grammar or semantic coherence, the need for linguistic expertise in NLP is being questioned.
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role of women and girls in various terror groupssadiakorobi2
Women have three distinct types of involvement: direct involvement in terrorist acts; enabling of others to commit such acts; and facilitating the disengagement of others from violent or extremist groups.
हम आग्रह करते हैं कि जो भी सत्ता में आए, वह संविधान का पालन करे, उसकी रक्षा करे और उसे बनाए रखे।" प्रस्ताव में कुल तीन प्रमुख हस्तक्षेप और उनके तंत्र भी प्रस्तुत किए गए। पहला हस्तक्षेप स्वतंत्र मीडिया को प्रोत्साहित करके, वास्तविकता पर आधारित काउंटर नैरेटिव का निर्माण करके और सत्तारूढ़ सरकार द्वारा नियोजित मनोवैज्ञानिक हेरफेर की रणनीति का मुकाबला करके लोगों द्वारा निर्धारित कथा को बनाए रखना और उस पर कार्यकरना था।
‘वोटर्स विल मस्ट प्रीवेल’ (मतदाताओं को जीतना होगा) अभियान द्वारा जारी हेल्पलाइन नंबर, 4 जून को सुबह 7 बजे से दोपहर 12 बजे तक मतगणना प्रक्रिया में कहीं भी किसी भी तरह के उल्लंघन की रिपोर्ट करने के लिए खुला रहेगा।
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2. NON-DEMOCRATIC
Authoritarian Totalitarian
Gov’t Groups Process
Goals
Decision making is Decisive leader-
Leaders chosen by
carried out by a small Use of FIPS ship, political
an elite whose
group who may not stability, social
political authority
exercise power in the order, rapid mobil-
rests on the use or
interest of the majority ization of resources
threat of force
Thomas Carlyle (1795-1881) Friedrich Nietzsche (1844-1900)
6. DICTATORSHIPS APPEAL TO CERTAIN KINDS OF
PEOPLE IN CERTAIN KINDS OF SITUATIONS
Adorno: parent-child relationship/ dependent on others
for strength/ see the world as black and white.
Fromm:alienation of the individual in
the post-industrial society
Lipsett:Class base: Communism - lower classes
Fascism - upper classes
7. Definitions:
DICTATORSHIP: absolute rule by one
person or by a small elite (authoritarian
government).
TYPES:
Aristocracy: Ruled by a privileged class.
Plutocracy: Ruled by rich.
Autocracy: Ruled by ONE person, a monarch
without restrictions
Oligarchy: Ruled by A FEW PEOPLE, a clan or
clique (Junta, if ruled by military). plutocracy
Theocracy: Ruled by people who claim a divine
right to rule.
8. Examples of each ( 20th
cent):
Aristocracy (minority tyranny)
South Africa (under apartheid)
Autocracy (absolute monarchy)
Brunei, Qatar, Saudi Arabia, Suharto (Indon.)
Oligarchy
Nicaragua (Samoza), Haiti (Duvalier)
Junta (military dictatorship)
Iraq, Myanmar, Nigeria, Chile (Pinochet)
Theocracy
Iran (Ayatollah Khomeini) Taliban (Afghanistan)
9. TOTALITARIANISM: a dictatorship that
controls ALL aspects of a society.
A product of the 20th century.
Accomplished by mass media.
Government control via F.I.P.S.
Hitler’s Germany, Stalin’s Soviet Union,
Mao’s China, Castro’s Cuba
10. Features:
F ORCE/USE OF TERROR
I NDOCTRINATION/PARTICIPATIO
N
P ROPAGANDA
S CAPISM
Also:
centralization of power
13. Force & Terror
Most expedient way to control a
population and maintain power.
Zero toleration of dissent.
Nazi’s SA storm troopers, SS, Gestapo.
Italy’s Black Shirts (squadristi).
Stalin’s secret police (NKVD), Cheka,
Gulag, KGB (1954)
All used agents and informants informally.
14.
15.
16. Indoctrination & Forced
Participation
An education system to teach the values
of the party.
Target on youth:
Hitler’s Germany:
Jungvolk (10-14)
Hitler Youth (boys) League of German Girls
Soviet Union:
Little Octobrists (7-10)
Young Pioneers (10-14)
Komsomol (15-28)
17. Forced participation:
Gives semblance of participation in, and
approval of the political process.
Parades and celebrations.
Elections:
Party chooses all the candidates;
No real choices on ballots; or
No secret ballot.
Shows world that leader has widespread
support.
18. Propaganda
Language is the vehicle of thought.
Enhance image of leadership, and party.
Show greatness of state and people.
Examples:
Nazi Germany:
Joseph Goebbels (Minister of Public
Enlightenment)
People’s Observer (Nazi Party paper)
19. Soviet Union:
Pravda (“Truth”) paper of Communist Party
20.
21.
22. Scapism (Directing popular
discontent)
Alleviates responsibility of party/gov’t for
any problems.
Assists in limiting accountability.
Possible enemies:
Nazi Germany:
Jews; Socialists (responsible for betraying
Germany at the end of WWI)
Dissent from: Student groups (White Rose),
Catholic Church, Jehovah’s Witnesses
23. Soviet Union:
Reactionary Elements (White Russians);
capitalists; The West.
Dissent from:
• Intellectuals:
– Aleksandr Solzenitsyn, One Day in the Life of Ivan
Denisovich;
– Andrei Sakharov, inventor of the soviet H-bomb.
• Samizdat publication of dissident views.
25. Widespread apathy and cynicism
Power struggles over succession
Leads to violent changes in government
changes
Elitism
Favoritism of certain groups in society; leads
to revolts.
26.
27. COMMUNISM
(Marxism/Leninism):
a.k.a.“Revolutionary Socialism”
Has it ever been achieved?
Ideal of Society:
Based on human capacity for
interdependence, solidarity, and
cooperativeness.
Abolishment of injustice
Achievement of equality for all.
28.
29. Affirmations:
Humanism, rationality, and progress
Dignity of work
Internationalism and pacifism
Rejections:
Violations of human rights:despotism,
militarism, imperialism, fascism, racism,
torture.
Custom based societies
Capitalism, liberal individualism, inequality.
30. Revolutionary organizations and
tactics:
Political activity in the workplace; trade
unions, strikes.
Military or economic challenge to authority.
State structures and official
policies:
Identification of state with interest of working
classes through medium of political party.
Removal of old institutions and laws redolent
of privilege.
State direction of economy in the interest of
equal distribution of wealth and opportunity.
31. Historical Blind Spots of
COMMUNISM
International movement or National
movement.
Not always applicable to non-European
and pre-modern societies.
Highly militaristic.
Bureaucratic.
Totalitarian: elite run state.
33. Karl Marx (1818 - 1883)
Communist Manifesto
Das Kapital
Marx’s sidekick: Friedrich Engels (1820 -
1895)
Objective: an economic/political system
that would meet ppl. basic needs…
guaranteed.
34. Lenin (1874-1924)
Altered Marxism:
Could skip certain stages, i.e. capitalism (in
Russia’s case)
Vanguard needed to protect revolution, i.e. an
elite, rather than proletariat.
35. USSR’s political system
General Secretary of Communist Party
#1.
Government is dominated by communist
party (CPSU); therefore…
46. FASCISM
Ideal of society:
All people can
experience life
heroically as part
of a strong
dynamic
community.
47. Affirmations:
Possibility of a new order.
Power invested in a natural elite with a born
leader.
Rejections:
Decadent forces: liberalism - it saps a nation
of its energy.
Egoistic individualism.
48. Cosmopolitanism, cultural and racial mixing.
Humanitarian concerns with equality and
harmony.
Democracy.
Revolutionary organizations and
tactics:
Paramilitary and youth organizations.
Assertion of a strong leader.
Overt violence against perceived opponents
and enemies.
54. State structures and official
policies:
Identification of party with state.
Aggressive militarism.
Abolition of class conflict by assertion of unity
of interest in the glorification of the state.
Historical Blind Spots of FASCISM:
Impossibility of integrating all aspects of
society into fascist vision.
55. Maintenance of momentum once all enemies
have been defeated.
Replacement of charismatic leader.
56. Why German Democracy
Failed (The Weimar Gov’t)
Proportional representation
0.5% gets a seat;therefore 2.6% in 1928 gave
legitimacy to Nazis
Weak governments
20 coalition gov’ts from 1919-33; avg. 8
months; made of 3 or 4 parties
Political polarization
due to failure of mainstream parties
1932 Nazi (R) Communists (L) win majority of
seats
57. Disunity of the left
Communists refused to form a coalition
against Nazis w/ Social Democrat
Communists were anti-German democratic
Hostility to parliamentary democracy
seen by some Germans as a foreign political
system imposed on them by victorious Allies
(Treaty of Versailles)
Great Depression
six million out of work in Jan., 1932
58. Liberal Demo. Vs. Com. & Fasc.
Representative assembly One party Totalitarian state.
and responsible executive. Rule by elite party or
Two or more party system dictatorship.
Free elections at regular No elections, if so no choice
intervals Judicial decisions conform
Independent judiciary to party ideology.
Freedom of opinion and Censorship and limited
speech freedom of opinion and
Freedom of association speech.
Limited freedom of
association; surveillance by
secret police.
59. Communism Vs. Fascism
Rule in interest of the
Rule by proletariat
STATE
Represent interest of
Represents interest of
working class
middle class and
Aims at: economic elite.
Intensifying class Aims at:
structure
Eliminating class
Working class conflict, BUT
revolution maintaining class
Classless society structure
International movement National movement.
Concerned with The interest of the state
betterment of individual comes before those of the
individual.
60. Nationalization of Private ownership of the
economy means of production
Public ownership of the State control of workers
means of production and economy.
State planning Cult of leader, Fuhrer and
Can have a cult leader. Il Duce.