By Alexander, John Stuart Mill, Edward Alexander, Edward
Mill estimated that ''[t]he Liberty is probably going to outlive longer than anything that i've got written...because the conjunction of [Harriet Taylor's] brain with mine has rendered it one of those philosophic text-book of a unmarried fact, which the alterations steadily occurring in smooth society are inclined to carry out in ever larger relief.'' certainly, On Liberty is likely one of the such a lot influential books ever written, and continues to be a foundational record for the certainty of significant political, philosophical and social matters. as well as its many helpful appendices, this re-creation encompasses a chronology, bibliography, and a considerable advent which outlines Mill's existence and works, and units this valuable paintings of 1859 within the context of either his personal highbrow improvement and of the play of principles and political forces in Victorian society.
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Lippmann was willing to adapt and even sacrifice many of his cherished beliefs in the course of his life. But his skeptical view of popular democracy was not one of them. Such stubborn "elitism" may be precisely why we ought to continue to read him in the years to come. In an era pervasively disgusted with politicians, and entranced by public-opinion polling, initiatives, referenda, and the interactive gadgetry of "direct democracy," the fundamental contention at the core of The Phantom Public remains as stubbornly and painfully relevant as ever: that "public opinion" does not, and simply cannot, rule a nation or propound its policy, but may merely choose between alternatives propounded and proposed by competing elites.
In that task he must not assume that the mass has political genius, but that men, even if they had genius, would give only a little time and attention to public affairs.
They say they should be taught whatever may be necessary to fit them to govern the modern world. The usual appeal to education can bring only disappointment. For the problems of the modern world appear and change faster than any set of teachers can grasp them, much faster than they can convey their substance to a population of children. If the schools attempt to teach children how to solve the problems of the day, they are bound always to be in arrears. The most they can conceivably attempt is the teaching of a pattern of thought and feeling which will enable the citizen to approach a new problem in some useful fashion.
On Liberty by Alexander, John Stuart Mill, Edward Alexander, Edward