The Well-Ordered Police State: Social and Institutional Change through Law in the Germanies and Russia, 1600-1800

Raeff, Marc

doi:10.2307/1288767

Cited by 11 publications

(5 citation statements)

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“…64 Similarly, Rae documents how the legal system developed in Germany in the sevententh and eighteenth centuries, and how it was shaped by participants in an emergent market economy. 65 The ®rst instance quoted by Hay et al refers to a century-long struggle. 66 The second refers to a process that took over two centuries.…”

Section: I: Property Rightsmentioning

confidence: 99%

The Transition to the Market and Corruption in Post-socialist Russia

Varese¹

1997

Political Studies

114

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Section: I: Property Rightsmentioning

confidence: 99%

The Transition to the Market and Corruption in Post-socialist Russia

Varese¹

1997

Political Studies

114

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“…The sixteenth century marks the beginning of a long transition period in the formation of the self-understanding of western identity from universal Christendom to universal civilization. This emergent European imaginary of universal civilization and the corresponding internal consolidation and external expansion of European territorial states and church knowledge/power relations became the overarching framework for a profuse array of racialized forms of subjectification and management of both metropolitan and colonized populations, illustrated in the widespread and rapid expansion and formation of state and church schooling (Strauss, 1978;Raeff, 1983;Hamilton, 1989;Witte, 1995-96).…”

Section: Modernity and Colonialitymentioning

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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“…The Petrine structure of government was highly centralized and the sovereign had the absolute right to exercise his power (Raeff, 1983). Originally created by Peter the Great, the Russian Procuracy, which was the administration responsible for supervising legality in public life, monitored affairs of the state and ensured compliance with the edicts of the autocrat (Foglesong & Solomon, 2001).…”

Section: Monopoly Over Private Property In the Old Regime And The Sovmentioning

confidence: 99%

The Russian mafia: Expulsion of law

Shvarts

2003

Contemporary Justice Review

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The purpose of this paper will be to determine whether the conditions that exist in present-day Russia are congruent with Foucault's claim that power in modern societies is not ensured by law and punishment but by normalization and control, which go beyond the state and its apparatuses, and that law plays an increasingly subordinate role within contemporary disciplinary society. I will also see what conclusions can be drawn from the Russian-Soviet case that are relevant to evaluating the paradigms supplied by Foucault in deciphering the modalities of power in the modern world. In what sense can he help us understand how discipline and law in Imperial and Soviet Russia created the necessary conditions for the emergence of the Russian Mafia? Law has been transformed in the hands of the Russian Mafia and has expanded its spheres of influence rather than being displaced. The conditions that exist in present-day Russia can be applied to Foucault's claim that power in modern societies is not ensured by law and punishment but by normalization and control which go beyond the state and its apparatuses. But it is not the case that law plays an increasingly subordinate role in present-day Russia. Rather, it is no longer controlled by the sovereign power of the monarchy or by the Soviet state and its apparatuses, but is now predominately controlled by the Russian Mafia.

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The Well-Ordered Police State: Social and Institutional Change through Law in the Germanies and Russia, 1600-1800

Cited by 11 publications

References 0 publications

The Transition to the Market and Corruption in Post-socialist Russia

The Transition to the Market and Corruption in Post-socialist Russia

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

The Russian mafia: Expulsion of law

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