This article uses Foucault’s lecture courses to illuminate his reading of Marx’s Capital in Discipline and Punish. Foucault finds in Marx’s account of cooperation a precedent for his own approach to power. In turn, Foucault helps us rethink the concepts of productive force and labour power in Marx. Foucault is shown to be particularly interested in one of Marx’s major themes in Capital, parts III–IV: the subsumption of labour under capital. In Discipline and Punish and The Punitive Society, Foucault offers (...) a genealogy of the forms of labour power and productive force. One of his central problems is to understand how labour power is converted in productive force and how, prior to that, productive subjects who can properly bear and dispose of their labour power are formed. Foucault’s reading of Capital resonates with those currents of Marx interpretation today that seek to repoliticize the concept of productive force and to offer a materialist account of subject formation. (shrink)

This paper reconstructs Foucault's concept of illegalism and explores its significance for his genealogies of modern punishment and racial formation. The concept of illegalism, as distinct from illegality, plays a double role. It allows Foucault to describe a ruling class tactic for managing inequalities and also to characterize an important vein of resistant subjugated knowledges. The political project of the prison is linked to a new crime policy that does not so much aim to repress illegalisms as to manage them (...) differentially. This practice of differential management, which arises in the 18th century, produces a primary split along class lines between two types of illegalism—an insight that has a certain resonance with Edwin's Sutherland's concept of “white collar crime.” Foucault's investigation of a third category of “infralegal illegalism” sheds light not only on the genealogy of the category of delinquency but also on his genealogy of racial categorization. Finally, Foucault argues that a genuinely radical critique of modern society must address the “need” organized political power has for the illegalisms from which it purportedly seeks to protect society. Against this practice of differentially managing illegalisms, Foucault seeks to reactivate a subjugated problematic that might open up questions about the transformative possibilities of illegalism today. (shrink)

Two critical reviews of Discipline and Punish inspired an exchange between Foucault and some prominent historians in 1978. In the texts from this exchange, Foucault addresses their criticism that, by focusing on unrealized plans and programs, such as Bentham’s Panopticon, his book lacks a sense of historical reality. Foucault replies, first, that the true aim of his book is to explore the emergence of a new type of penal rationality, not to insist that the Panopticon itself has been realized. Second, (...) he holds that types of rationality can produce distinctive sorts of effects, regardless of whether the plans and programs to which they are attached are ever fully achieved. This paper seeks to clarify Foucault’s underlying account in these responses of rationality and its efficacy. It also takes up and develops Foucault’s suggestive distinction between two different types of effects: “effects in the real” and “reality effects.”. (shrink)

This article examines how consensus was reached on the "responsibility to protect," given continuing hostility to humanitarian intervention expressed by many of the world's states and whether the consensus will contribute to avoiding future Kosovos and Rwandas.

In what circumstances is it legitimate to use force? How should force be used? These are two of the most crucial questions confronting world politics today. The Just War tradition provides a set of criteria which political leaders and soldiers use to defend and rationalize war. This book explores the evolution of thinking about just wars and examines its role in shaping contemporary judgements about the use of force, from grand strategic issues of whether states have a right to pre-emptive (...) self-defence, to the minutiae of targeting. Bellamy maps the evolution of the Just War tradition, demonstrating how it arose from a myriad of sub-traditions, including scholasticism, the holy war tradition, chivalry, natural law, positive law, Erasmus and Kant's reformism, and realism from Machiavelli to Morgenthau. He then applies this tradition to a range of contemporary normative dilemmas related to terrorism, pre-emption, aerial bombardment and humanitarian intervention. (shrink)

Academic misconduct is widespread in schools, colleges, and universities and it appears to be an international phenomenon that also spills over into the workplace. To this end, while a great deal of research has investigated various individual components such as, demographic, personality and situational factors that contribute to cheating, research has yet to examine why students help others cheat and which students are being asked to help others cheat. In this study, we investigated if the closeness of the relationship to (...) the individual requesting help in cheating to the individual being asked to help cheat, influenced the decision to help cheat. We also investigated if past cheating behavior predicted how an individual would respond to requests to cheat. Additionally, we sought to answer the following questions; whether minor cheating is more prevalent than serious cheating, what personality factors predict helping others cheat, who is helped, and how people rationalize helping others cheat. Results indicate minor cheating to be more prevalent, prudent personalities are less likely to have cheated or to help others cheat, individuals are more likely to help friends cheat than to help strangers, and past cheating behaviors is indicative of helping others to cheat. Implications for research and practice are discussed. (shrink)

Where it was once a term of art employed by a handful of likeminded countries, activists, and scholars, but regarded with suspicion by much of the rest of the world, RtoP has become a commonly accepted frame of reference for preventing and responding to mass atrocities.

During the 1990s, international society increasingly recognised that states who abuse their citizens in the most egregious ways ought to lose their sovereign inviolability and be subject to humanitarian intervention. The emergence of this norm has given renewed significance to the debate concerning what it is about humanitarian intervention that makes it legitimate. The most popular view is that it is humanitarian motivations that legitimise intervention. Others insist that humanitarian outcomes are more important that an actor's motivations, pointing for instance (...) to the ousting of the Khmer Rouge by Vietnam. Given the centrality of this debate, this article reinvestigates the ?motives versus outcomes? debate and suggests an alternative reading based on the classic Just War tradition. It argues that an actor's intentions are vital to assessing the legitimacy of an intervention. (shrink)

This book provides an in-depth introduction to, and analysis of, the issues relating to the implementation of the recent Responsibility to Protect principle in international relations The Responsibility to Protect has come a long way in a short space of time. It was endorsed by the General Assembly of the UN in 2005, and unanimously reaffirmed by the Security Council in 2006 and 2009. UN Secretary-General Ban Ki-moon has identified the challenge of implementing RtoP as one of the cornerstones of (...) his Secretary-Generalship. The principle has also become part of the working language of international engagement with humanitarian crises and has been debated in relation to almost every recent international crisis âe" including Sudan, Sri Lanka, Myanmar, Georgia, the Democratic Republic of Congo, Darfur and Somalia. Concentrating mainly on implementation challenges including the prevention of genocide and mass atrocities, strengthening the UNâes capacity to respond, and the role of regional organizations, this book introducing readers to contemporary debates on R2P and provides the first book-length analysis of the implementation agenda. The book will be of great interest to students of the responsibility to protect, humanitarian intervention, human rights, foreign policy, security studies and IR and politics in general. (shrink)

What does the world's engagement with the unfolding crisis in Darfur tell us about the impact of the Iraq war on the norm of humanitarian intervention? Is a global consensus about a “responsibility to protect” more or less likely? There are at least three potential answers to these questions. Some argue that the merging of strategic interests and humanitarian goods amplified by the intervention in Afghanistan makes it more likely that the world's most powerful states will act to prevent or (...) halt humanitarian crises. Others insist that the widespread perception that the United States and its allies “abused” humanitarian justifications to legitimate its invasion of Iraq has set back efforts to build a global consensus about humanitarian action. A third group argues that the “responsibility to protect” inhibits the potential for abuse and, as a result, consensus is likely to strengthen post-Iraq for precisely this reason. Through a detailed study of the international engagement with Darfur, I suggest that the latter two arguments have merit but need to be adjusted. I argue that the humanitarian intervention norm has changed in two subtle ways. First, while the strength of the norm itself has not changed, the credibility of the United States and U.K. as “norm carriers” has been significantly undermined. Second, while the “responsibility to protect” has been invoked to support international activism, it has also re-legitimated anti-interventionist arguments. (shrink)

Examining the still underexplored elements in educational theorist Paulo Freire's work, this essay begins from his claim that problem-posing pedagogy works as a “kind of psychoanalysis.” Situating Freire between the critical philosophical and psychoanalytic traditions, Alex Armonda offers a new reading of the problem-posing dialectic, mapping parallels between Freirean pedagogy and psychoanalysis on the nature of the subject/object relation, while thinking new connections across the philosophical-analytical divide on questions of being, subjectivity, and politics. First, he discusses the onto-epistemic specificity (...) of “the human” in Freire and situates it in relation to the split subject of the unconscious in Lacanian psychoanalysis. Second, he presents the subject/object encounter in Freire, demonstrating that a similar notion of the unconscious informs Freire's account and plays a central role in his understanding of the banking and problem-posing pedagogical experiences. Advancing a Lacanian reading of the problem-posing encounter, Armonda concludes by reflecting on key differences between the dialectical-materialist and psychoanalytical interpretations of Freire, and how the latter opens new perspectives on “reality” as an inconsistent space of contest, generating alternative ways of conceiving political subjectivity and the possibility of radical social transformation in the present. (shrink)

James Turner Johnson has played a pivotal role in bringing just war thinking to the fore in international relations. This has brought with it increased interest in the relationship between the just war tradition and the laws of war. Whilst Johnson maintains that the legal rules relating to the conduct of war correspond with the requirements of jus in bello, he is more critical of the legal regime relating to recourse to force and has occasionally argued in favour of the (...) superiority of just war thinking to international law in this area. This article discusses Johnson's thinking on the relationship between ethics and law on recourse to force. It begins by outlining Johnson's approach before suggesting that it is overly critical of the post-1945 order. The paper concludes by calling for reconciliation between law and ethics. (shrink)

Suffering exile is more than the knowing the reality of it. It requires embracing it with all the pain this embrace represents… Suffering exile is accepting the tragedy of rupture, which characteri...

Recent years have seen a revival of interest in Michael Walzer's doctrine of ‘supreme emergency’. Simply put, the doctrine holds that, when a state confronts an opponent who threatens annihilation, it can be morally legitimate to violate one of the cardinal rules of the war convention – the principle of non-combatant immunity. Walzer cites the case of Britain's decision to bomb German cities in 1940 as a case in point. Although the theory of supreme emergency has been scrutinised, the historical (...) case that Walzer refers to has not been looked at in depth. This article seeks to remedy this problem by asking whether the principle actors involved in the decision to bomb German cities understood themselves to be in a supreme emergency. It argues that the British leadership never openly admitted that they were in fact targeting German civilians, and that the principle reason for this was a widespread belief that the British and American publics would not support such a campaign. As a result, throughout the war, the British government publicly maintained the fiction that the devastation of German cities was a collateral product of attacks on its industrial infrastructure. This, in turn, suggests that liberal societies – even those facing imminent destruction – do not tend to support a relaxing of the rules of non-combatant immunity, suggesting that the prohibition on deliberately killing non-combatants may be more embedded than has hitherto been thought. (shrink)

People who inject drugs are often the target of stigma that puts this already at-risk group at greater risk of harm. Past research has shown that holding stigmatizing views of people who inject drugs increases risky behaviors and is a barrier to their engagement in important medical and public health interventions. One explanation is that the negativity surrounding the group causes increased levels of anticipated emotional exhaustion, discouraging positive engagement. However, there has been minimal research focused on addressing this negativity (...) to reduce levels of held stigma against people who inject drugs. We hypothesized that giving people an imagined positive contact exercise about people who inject would lead to a reduction in stigma, since exposure to positive empathy may create new mental associations between stigmatized groups and more positive emotions and experiences. Secondarily, we hypothesized that positive empathy strategies would be more effective than traditional informational or learning based techniques, and that the latter would be more effective than a control condition. Our sample consisted of 375 participants recruited online. Participants were assigned to one of three study conditions: a positive empathy condition, an informational learning condition, or a control condition, and completed a posttest social distance measure. Results demonstrated that subjects exposed to the positive empathy stigma reduction condition experienced a significant reduction in held stigma while participants exposed to traditional informational learning techniques showed no significant reduction in held stigma. Positive empathy-based stigma interventions should be further researched as a promising avenue to reduce the effects of drug-related stigma. (shrink)

The Italian-born Lanfranc of Pavia and his more illustrious pupil and compatriot Anselm of Bec have long been considered pivotal figures in the theological and especially philosophical developments of the late eleventh century. Long ago dubbed the “father of Scholasticism” on account of his attempts to harmonize reason and faith, Anselm has occasioned increasing scrutiny in recent years as scholars have begun to target the cultural and pedagogical role of Anselm and his milieu in the early stages of the twelfth-century (...) renaissance. In a particularly stimulating interdisciplinary exploration of the cognitive relation between builders and their craft and masters and theirs, Charles M. Radding and William W. Clark have advanced an intriguing model suggesting that theologians and Romanesque builders of the eleventh and twelfth centuries were part of a larger transformative development in which thinkers and artisans developed new methods for solving new problems; these new methods, in turn, transformed practitioners of a craft into members of new and distinct disciplines. The verdict is still out on the precise nature of those important developments, but especially vexing is the question of the abbey of Bec's importance and influence under Lanfranc and Anselm during these changing times. As a leading scholar of Anselm has recently put it, “The character of the school of Bec emerges as a riddle to be solved. What was its focus, what did its teachers teach, and how long did it last?” Recent studies have modified Richard Southern's portrayal of the curriculum of Anselm's school at Bec as largely devoted to monastic ideals and demonstrated that history and law were also studied, that a good number of students went on to become able administrators, and that Anselm may have unwittingly contributed to the rise of courtly love. Much of the fog surrounding the authorial publication and dissemination of Anselm's writings has recently been cleared by Richard Sharpe's meticulous analysis in “Anselm as Author,” revealing a careful and more deliberate editorial planning on Anselm's part than previously recognized. However, even amidst the gathering attention directed toward these figures and their cultural context, it is the most basic and obvious feature of Lanfranc's and Anselm's written record that has been the most undeservedly neglected: their use of dialogue and its correlation to the early development of Scholastic disputation. To be sure, the revival of dialectic in the eleventh century and especially in the twelfth has long been known and rather well charted, particularly with regard to the growth of theology as an academic discipline. What follows is a somewhat more focused line of inquiry. Looking beyond the well-trodden ground of Anselm's philosophy and theology and instead examining his pedagogical innovations, this essay explores Anselm's contribution to the development of literary dialogue and to the origins of the Scholastic disputatio, both valuable tools indeed in his philosophical and theological endeavors. Anselm's influence as a prolific author of dialogues can especially be observed in a younger generation of writers and thinkers who studied with him or directly sought to imitate his style and whose oeuvres need also to be considered. By examining the circle of Lanfranc and Anselm, the methods embodied by their teachings, and the writings they produced, this essay aims to show that the Scholastic dialectical methods, later so prominent in medieval universities, have their origins within the general milieu of monastic learning. More specifically, these methods will be shown to have their origins in Lanfranc's and Anselm's engagement with dialogue and disputation at the school of Bec. (shrink)

Partial order optimality theory is a conservative generalization of classical optimality theory that makes possible the modeling of free variation and quantitative regularities without any numerical parameters. Solving the ranking problem for PoOT has so far remained an outstanding problem: allowing for free variation, given a finite set of input/output pairs, i.e., a dataset, \ that a speaker S knows to be part of some language L, how can S learn the set of all grammars G under some constraint set (...) C compatible with \?. Here, allowing for free variation, given the set of all PoOT grammars GPoOT over a constraint set C, for an arbitrary \, I provide set-theoretic means for constructing the actual set G compatible with \. Specifically, I determine the set of all STRICT ORDERS of C that are compatible with \. As every strict total order is a strict order, our solution is applicable in both PoOT and COT, showing that the ranking problem in COT is a special instance of a more general one in PoOT. (shrink)

How should the international community respond when states commit atrocity crimes against sections of their own population? In practice, international responses are rarely timely or decisive. To make matters worse, half-hearted or self-interested interventions can prolong crises and contribute to the growing toll of casualties. Recognizing these brutal realities, it is tempting to adopt the fatalist view that the best that can be done is to minimize harm by letting the state win, allowing the status quo power structure to persist. (...) Indeed, this is how many commentators and states have responded to the tide of human misery in Syria. Could a policy of letting the state perpetrator prevail be a viable alternative to other options, including military intervention? This essay suggests not. It explains the logic behind the fatalist approach and shows that problems of recurrence, precedence, and rights mean that such an approach cannot offer a plausible alternative to measures designed to resist and increase the costs of committing atrocity crimes. (shrink)

Starting with the French Revolution Massacres and Morality studies mass killing as perpetrated by states. In particular it examines the role that civilian immunity has played in shaping the behaviour of perpetrators and how international society has responded.

Starting with the French Revolution Massacres and Morality studies mass killing as perpetrated by states. In particular it examines the role that civilian immunity has played in shaping the behaviour of perpetrators and how international society has responded.

For as long as humans have fought wars, we have been beguiled and frustrated by the prospect of world peace. Only a very few of us today believe that world peace is possible. Indeed, the very mention of the term “world peace” raises incredulity. In contrast, as part of the roundtable “World Peace,” this essay makes the case for taking world peace more seriously. It argues that world peace is possible, though neither inevitable nor irreversible. World peace, I argue, is (...) something that every generation must strive for, because the ideas, social structures, and practices that make war possible are likely to remain with us. The essay proceeds in three parts. First, I briefly set out what I mean by peace and world peace. Second, I explain why I think that world peace is possible. Third, I examine how the world might be nudged in a more peaceful direction. (shrink)

The work of Hardt and Negri offers the field of education important theoretical resources for reconceptualizing subjectivity as a site of politics. Yet recent shifts on the Left toward more articulated mobilizations, along with the emergence of new decolonizing movements that interrogate the undifferentiated character of the common, partly affirm long-standing critiques of Hardt and Negri’s theses. Rather than rejecting their arguments, we should rethink their central assertions—from the starting point of decolonial theory—in a way that responds to these concerns. (...) We argue that the notion of constituent power grounding their theorization of politics be rethought in dialogue with the ethico-political concept of obediential power ; that the “monstrous” subjectivity they propose as the mode of exodus from given forms of biopolitical production take direction from Wynter’s new Human Project; and that the insurrectionary figure of the multitude be reconsidered alongside the variegated figure of insurgent cosmopolitanism. This rethinking restores to Hardt and Negri’s project a more contextualized and less universalistic theory of politics, and establishes a foundation for a critical pedagogy that, beginning from an accountability to student agency, engages a form of insurgent leadership that responds to the centrality in capitalist education of the historical processes of colonial partition. (shrink)

Recent work indicates that there are distinct response habituation mechanisms that can be recruited by different stimulation rates and that can underlie different components (e.g., the duration or speed) of a single behavioral response. These findings raise the question: why is “the simplest form of learning” so complicated mechanistically? Beyond evolutionary selection for robustness of plasticity in learning to ignore, it is proposed in this article that multiple mechanisms of habituation have evolved to streamline shifts in ongoing behavioral strategy. Then, (...) speculations are offered regarding the implications of this reconceptualization of habituation for approaching the analysis of mechanisms of more complex forms of learning and memory. (shrink)

Followership and leadership provide two distinct but complementary sets of behaviors that jointly contribute to positive team dynamics. Yet, followership is rarely measured in shared leadership research. Using a prospective design with a sample of leaderless project teams, we examined the interdependence of leadership and followership and how these leader-follower dynamics relate to relationship conflict at the dyadic and team level. Supporting the reciprocity of leader-follower dynamics, social relations analyses revealed that uniquely rating a teammate higher on effective leadership was (...) associated with being rated higher by that same person on effective followership. Additionally, team members with a reputation as an effective leader also tended to be viewed as an effective follower. As expected, team levels of leadership were tightly linked to team levels of followership. Connecting these results to relationship conflict at the dyadic level, we found that uniquely rating someone as an effective follower or an effective leader would decrease the likelihood of experiencing interpersonal conflict with that person and that having a reputation for effective followership or effective leadership relates negatively to being viewed as a conflict hub within the team. Finally, effective followership was significantly negatively related to team levels of conflict, but we did not find a significant relation between effective leadership and relationship conflict at the team level. Our results highlight that followership is not only a necessary ingredient for high levels of shared leadership to exist within a team, but it underpins more functional team interactions. (shrink)