Differences in Democratic Philosophy
The philosophy of totalitarian democracy, according to Talmon, is based on a top-down view of society, which sees an absolute and perfect political truth to which all reasonable humans are driven. It is contended that not only is it beyond the individual to arrive at this truth independently, it is his duty and responsibility to aid his compatriots in realizing it. Moreover, any public or private activities that do not forward this goal have no useful purpose, sap time and energy from those that do, and must be eliminated. Thus economic and social endeavors, which tend to strengthen the collective, are seen as valuable, whereas education and religion, which tend to strengthen the individual, are seen as counterproductive. "You cannot be a citizen and a Christian at the same time," says Talmon, referring to Rousseau's arguments, "for the loyalties clash."
In his paper Advances in Chinese Social Sciences (2001), Mao Shoulong, a professor of Public Policy at Renmin University of China, takes a different position. He posits that totalitarian democracy, or what he terms "equality-oriented democracy," is founded on the idea that it is possible, and necessary, that the complete rights and freedoms of people ought not be held hostage to traditions and social arrangements. Mao recognizes that the term "totalitarian" has a connotation attached to it, used as it was by Giovanni Gentile to apply to the Italian fascist government led by Benito Mussolini. He sees the proponents of liberal democracy (or "Western" democracy) as holding a negative attitude to the word and believing that force is not an appropriate way to achieve a goal no matter the value of that goal. He prefers the term "freedom-oriented democracy" to describe such a political entity.
Read more about this topic: Messianic Democracy
Famous quotes containing the words differences, democratic and/or philosophy:
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupil’s individual needs and character could probably dispense with it: “I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.””
—C. John Sommerville (20th century)
“The Democratic Party is like a mule. It has neither pride of ancestry nor hope of posterity.”
—Ignatius Donnelly (1831–1901)
“A little philosophy inclineth man’s mind to atheism, but depth in philosophy bringeth men’s minds about to religion.”
—Francis Bacon (1561–1626)