Beyond the Anarchical Society

Keene, Edward

doi:10.1017/cbo9780511491474

Cited by 627 publications

(35 citation statements)

References 56 publications

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“…To that end, the Dutch could justly claim the treasure --treasure that did not belong to the Portuguese, but to the king of Johore --because of its presence in the open sea (although, of course, the VOC had no intention of returning it to the king of Johore). 32 For Grotius, the seas could not be possessed because they could not be controlled. Grotius refuted the notion that possession could be obtained simply by seeing something.…”

Section: Possession According To Grotiusmentioning

confidence: 99%

Possessing Brazil in Print, 1630-54

Sutton¹

2013

JHNA

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Section: Possession According To Grotiusmentioning

confidence: 99%

Possessing Brazil in Print, 1630-54

Sutton¹

2013

JHNA

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“…Modernity has not been adequately understood from outside the modern EuroAmerican framework of interpretation, particularly in relation to the history of the formative transition between the medieval and modern periods (Wallerstein, 1995a, b;Taylor & Flint, 2000;Hansen, 2002;Keene, 2002;Agnew, 2003;Adams et al, 2004;Bhambra, 2007;Escobar, 2007;Grossberg, 2010;Strandsbjerg, 2010). The modern world order is still widely interpreted and understood as an endogenous western European and North American project within the modern western intellectual tradition (Bhambra, 2009).…”

Section: Misunderstanding Modernitymentioning

confidence: 99%

Modernity/Coloniality and Eurocentric Education: Towards a Post-Occidental Self-Understanding of the Present

Baker

2012

Policy Futures in Education

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This article sketches a post-Occidental interpretation of the historical/conceptual relationships between modern western education and European civilizational identity formation. Modern western education will be interpreted as a modern/colonial institution that emerged along with the sixteenth-century responses to the questions provoked by the breakup of medieval Christendom and the discovery of the Americas: What is man? Where does he come from? Where is he going? Modern western education and European civilizational identity, as distinct from Christendom, emerged together (simultaneous and interrelated) during the sixteenth and seventeenth centuries within the initial formation of a global structural dynamic designed for governing the social world, both within and beyond Europe. Modern western education is a central institution within the ongoing disciplinary projects of modernity and its differentiated reproduction of particular subjectivities. This perspective problematizes the Euro-American historiography of modernity along with the contemporary historical self-understanding of modern western education. From this perspective, the self-understanding of modern western education (both metropolitan and colonial) emerged and remains largely embedded within the conceptual and historical framework identified here as Occidentalism. This article concludes with a proposal for rethinking education within an ecology of knowledges, articulated by Boaventura de Sousa Santos. Post-Occidental reasoning contributes to the recognition and inclusion of the multiplicity of knowledge systems occluded by the hegemony of western epistemology and Eurocentric education. Modern (European) civilization understands itself as the most developed, the superior, civilization; This sense of superiority obliges it, in the form of a categorical imperative, as it were, to ‘develop’ (civilize, uplift, educate) the more primitive, barbarous, underdeveloped civilizations; The path of such development should be that followed by Europe in its own development out of antiquity and the Middle Ages; Where the barbarians or the primitive opposes the civilizing process, the praxis of modernity must, in the last instance, have recourse to the violence necessary to remove the obstacles to modernization. (Dussel, 1995, p. 75)

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“…Understanding Hegel it seems to me is important in understanding contemporary Eurocentric interpretations of modernity, but not the historical origins of modernity. The emergence of the discourse on modernity is found in natural law theory and writers such as Bartolomé de las Casas, Juan de Sepulveda, Francisco de Vitoria, Hugo Grotius, Thomas Hobbes, involving legal and philosophical debates about human beings, sovereignty, rights, etc., that constructed the modern state, and interstate system (Jahn, 2000;Keene, 2002;Anghie, 2007).…”

Section: Mbmentioning

confidence: 99%