Beyond the West: A Critical Response to Professor Challand’s Approach to the Arab Transformations

By Alexander Nachman, November 13th, 2012
Celebrations in Tahrir Square after Omar Soliman's statement that concerns Mubarak's resignation. February 11, 2011 © Jonathan Rashad | flickr

When analyzing politics and society in the Arab and Islamic world, it is admirable and important to break away from a Western-centered analysis. This move is not sufficient though. There is a temptation to continue to fall back on theories and rhetoric that have emanated from the west and have informed exactly that from which one attempts to break away. Furthermore, when discussing public discourse in the Arab world, it is imperative that one addresses the importance of Islam and its continuing vital role in Arab and Middle Eastern politics, despite Western scholarship’s tendency to suggest a historical end that involves the marginalization of religion. I appreciate Professor Challand’s posts in Deliberately Considered and the admirable move of breaking away from Western-centered analysis, but I think his posts suffer from theoretical temptation and an insufficient appreciation of the role of Islam.

It is true that civil-society is more than “NGOs and the developmental approach which imagines that the key to progress is when donors, the UN or rich countries, give aid to boost non-state actors, in particular NGOs, in the ‘developing south’” as Professor Challand asserts in his post “The Counter-Power of Civil Society in the Middle East.” I believe, though, that one must also conceive of civil-society and democratic institutions as more than a source for “collective autonomy” using other than secular slogans in the tradition of Tocqueville and Hegel.

Writing a history of democracy would have to include analysis such as de Tocqueville’s, but we should also remember that de Tocqueville wrote:

Muhammad brought down from heaven and put into the Quran not religious doctrines only, but political maxims, criminal and civil laws, and scientific theories. The Gospels, on the other hand, deal only with the general relations between man and God and between man and man. Beyond that, they teach nothing and do not oblige people to believe anything. That alone, among a thousand reasons, is enough to show that Islam will not be able to hold its power . . .

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November 13th, 2012 | Tags: , , , , , , , ,

The Constitution and American Political Debate

By Jeffrey C. Goldfarb, September 26th, 2010

Although I mostly teach graduate students, I teach one course a year in the liberal arts college of the New School, Eugene Lang College. In my course this year, we have been closely reading Tocqueville’s Democracy in America, freely discussing his topic, the American democratic experience. My goal for the class is to go back and forth, between close reading and informed discussion.

Of the two volumes in Tocqueville’s classic, I enjoy most reading and discussing Volume 2, which is more a critical examination of the promise and perils of democracy and its culture, less about the institutional arrangements and inventive practices of the Americans, which Tocqueville celebrated and which is the focus of Volume 1 of his masterpiece. But this year, Volume 1 has become especially interesting to me. I hope for the students also.

I have taught the course many times. The way it develops always depends upon what’s going on in the world, who is in the class, and how they connect their lives with the challenges of Tocqueville. We don’t read Tocqueville for his insights and predictions about the details of American life, judging what he got right, what he got wrong. Rather, we try to figure out how his approach to the problems of democracy can help us critically understand our world and his, democracy in America back then and now.

Assigning the Constitution

This semester, indeed, for the past two weeks, the course has taken an interesting turn. As we have been reading Tocqueville on the American system of government, political associations and freedom of the press, i.e. Volume 1, Parts 1 and 2, I felt the need to assign an additional shorter reading, The Constitution of the United States of America. I did this not because I feared that the students hadn’t yet read this central document in the story of democracy in America and beyond (they had), but because I judged that it was time to re-read the text, to note what is in it and what is not, to critically appraise the use of the document as a confirmation of the partisan . . .

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September 26th, 2010 | Tags: , , , , , , , , , ,