“…What is the relationship between environment and democracy? The framework of cultural evolution suggests that societal development is an adaptation to ecological threats. …”
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“…We construct a model of revolution and transition to democracy under individualistic and collectivist cultures. …”
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“…This book provides both foundational knowledge of critical pedagogy and examines the draconian disenfranchisement as a result of neoliberalism’s assault on democracy, as well as critical explications of how neoliberalism has undermined democracy and reshaped education. …”
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“…CONCLUSIONS: For policy purposes, this is instrumental: Which components of democracy occur earlier and which later? Which components of democracy are therefore the ideal targets for democracy promotion at different stages?…”
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“…Our findings suggest that elite rhetoric can undermine basic principles of American democracy.…”
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“…Civil society's efforts to push democratic transitions and deepen democracy are influenced by the political context in which they operate. …”
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“…This requires, first, a coherent interpretation of EU values as the values of liberal democracy; second, a clear notion of when they are violated; third, a theory of how liberal democracy can be defended with measures that are consistent with the values of liberal democracy themselves; and, finally, a discussion of what the EU’s role is in this defence. …”
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“…Beginning with direct democracy, enhancing the direct participation of people as in Switzerland—considered revolutionary in the nineteenth century—may still be regarded a progressive form of democracy. …”
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“…Three dimensions of institutions were revealed: core institutions of democracy, oligarchy, and despotism. We show that, historically and on a world scale, the dominance of the core institutions of despotism has first been replaced by a dominance of the core institutions of oligarchy, which in turn is now being followed by an increasing dominance by the core institutions of democracy. …”
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“…We took Nobel Prize winners as samples and discovered that high responsibility was inspired by high family democracy driving, high family size driving, high family function driving, and high teaching democracy driving; high extroversion was inspired by high family size driving, high family democracy driving, and high family status driving; high openness was inspired by high family status driving, high family democracy driving, high family size driving, both high open teaching and educational level driving, as well as high peer support driving; high or non-high family status brought high extroversion or openness; non-high teacher accomplishments and teacher-student relationships produced high openness; non-high extroversion came with non-high teacher-student relationship. …”
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