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Cognitive Mobilization and Reflexive Modernization: Deriving the Theory of Hyperdemocracy

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Hyperdemocracy
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Abstract

In chapters 2–4, I have outlined the nature, history, and current condition of democratic theory in its normative, constitutive, and causal aspects. I have been focusing throughout on what I have called the cognitive dimension of democracy, which has emerged gradually into prominence in democratic thought, having initially been an index of antidemocratic thought in the writings of Plato, with echoes in Rousseau. Since Tocqueville, though there in an ambiguous sense, and more plainly and unambiguously in Mill, a view of the harmonious and mutually supportive relationship between progress in knowledge (in science, in education, and in the availability of information) and the progress of democracy has become the mainstream view. Doubts raised by Tocqueville have been put to one side. Instead, constitutive and normative arguments about the scope for improvement of democracy, exemplified by the work of Dahl and Sartori, have endorsed the Millian view that these would come about in tandem with improvements in the cognitive environment.

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Notes

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© 2013 Stephen Welch

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Welch, S. (2013). Cognitive Mobilization and Reflexive Modernization: Deriving the Theory of Hyperdemocracy. In: Hyperdemocracy. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137099174_5

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