- •Учебное пособие для магистрантов и аспирантов исторического факультета
- •Part I module I Text one
- •The End of the Middle Ages. A Century of Paradox
- •It is (was)... Who (that, when ...)
- •Text two
- •Text three
- •The Age Of “Compromise”
- •Text four
- •1. Read the text.
- •Commentary
- •Module II Text one
- •The Principle of Federalism
- •Answer the following question.
- •Give the examples of
- •Text two The Principle of National Interest
- •Read the text and translate it.
- •Characterize the American political system and compare it with the English one. Text three The British Tradition of Federalism: Framework of Analysis
- •Text four
- •Read the article. The Tongue Twisters
- •Answer the following questions.
- •Module III text one
- •The Twilight of British Imperialism
- •Text two
- •Read the text. Give the main points of the text in a few sentences. The Decline of the British Empire
- •Answer the following questions.
- •Text three
- •Read the text. Translate the following text into Russian. Compare your translation with the key. Britain Revealed
- •Text four
- •Write out the pronunciation of the following geographical names and practise them.
- •Write short essays on the following issues.
- •Module IV text one
- •Read and tell your classmates the gist of the text. History and Historiography
- •Answer the following questions to check how carefully you have read the text.
- •Text two
- •Translate the text without a dictionary. Discuss the text. Make a summary of the text.
- •Summarize the text in a paragraph of about 200 words. Text three
- •Translate in writing the text.
- •Speak on one of the topics.
- •Text four
- •Translate in writing the text.
- •Write an essay of about 200 words or speak on any non-Western historiography. Text five
- •From Tax Audits to Poetry
- •Module V text one
- •Read the text and find important ideas. Civilization
- •Answer the following questions to check how well you have read the text:
- •You have a list of opinions and a list of philosophers. Match the opinion to the philosopher who held it.
- •Text two
- •Text three
- •What is Philosophy?
- •Text four
- •Read and translate the text with the help of a dictionary. State
- •Answer the following questions to check how well you have read the text:
- •Complete the sentences:
- •Module VI text one
- •Governmental Structures
- •Text two
- •Monarchy
- •Text three
- •Text four
- •Oligarchy
- •Text five
- •Democracy
- •Text six
- •Read the text. Constitutional Government
- •Answer the following questions.
- •Decide whether the following statements are true or false:
- •Text seven
- •Module VII text one
- •Terrorism
- •Text two
- •Text three
- •Hail Caesar
- •Text four
- •Great Britain minus Scotland?
- •Read the text and discuss the following questions in your group.
- •Answer the following questions.
- •Part II keys The British Tradition of Federalism: Framework of Analysis
- •Britain Revealed
- •The British Monarchy
- •Англия Без Шотландии?
- •References
- •Contents
Text four
Read and translate the text with the help of a dictionary.
Oligarchy
In the Aristotelian classification of government, there were two forms of rule by the few: aristocracy and its debased form, oligarchy. Although the term oligarchy is rarely used to refer to contemporary political systems, the phenomenon of irresponsible rule by small groups has not vanished from the world. Many of the classical conditions of oligarchic rule were found until recently in those parts of Asia in which governing elites were recruited exclusively from a ruling caste — a hereditary social grouping set apart from the rest of society by religion, kinship, economic status, prestige, and even language. In the contemporary world, in some countries that have not experienced the full impact of industrialization, governing elites are still often recruited from a ruling class – a stratum of society that monopolizes the chief social and economic functions in the system. Such elites have typically exercised power to maintain the economic and political status quo.
The simple forms of oligarchic rule associated with pre-industrial societies are, of course, rapidly disappearing. Industrialization produces new, differentiated elites that replace the small leadership groupings that once controlled social, economic, and political power in the society. The demands of the industrialization compel recruitment on the basis of skill, merit, and achievement rather than on the basis of inherited social position and wealth. New forms of oligarchic rule have also made their appearance in many advanced industrial societies. Although governing elites in these societies are no longer recruited from a single class, they are often not subjected to effective restraints on the exercise of their power. Indeed, in some circumstances, the new elites may use their power to convert themselves into a governing class whose interests are protected by every agency of the state.
Oligarchic tendencies of a lesser degree have been detected in all the great bureaucratic structures of advanced political systems. The growing complexity of modern society and its government thrusts ever greater power into the hands of administrators and committees of experts. Even in constitutional regimes, no rally satisfactory answer has been found to the question of how these bureaucratic decision makers can be held accountable and their powers effectively restrained without, at the same time, jeopardizing the efficiency and rationality of the policy-making process.
Text five
Read and translate the text with the help of a dictionary.
Democracy
Democracy literally means “rule by the people” (from the Greek demos, “people,” and kratos, “rule”). The term has three basic senses in contemporary usage: (1) a form of government in which the right to make political decisions is exercised directly by the whole body of citizens, acting under procedures of majority rule, usually known as direct democracy; (2) a form of government in which the citizens exercise the same right not in person but through representatives chosen by and responsible to them, known as representative democracy; and (3) a form of government, usually a representative democracy, in which the powers of the majority are exercised within a framework of constitutional restraints designed to guarantee all citizens the enjoyment of certain individual or collective rights, such as freedom of speech and religion, known as liberal, or constitutional, democracy.
Democracy had its beginnings in the city-states of ancient Greece in which the whole citizen body formed the legislature; such a system was possible because a city-state’s population rarely exceeded 10,000 people, and women and slaves had no political rights. Citizens were eligible for a variety of executive and judicial offices, some of which were filled by elections, while others were assigned by lot. There was no separation of powers, and all officials were fully responsible to the popular assembly, which was qualified to act in executive and judicial as well as legislative matters. Greek democracy was a brief historical episode that had little direct influence on the development of modern democratic practices. Two millennia separated the fall of the Greek city-state and the rise of modern constitutional democracy.
Modern concepts of democratic government were shaped to a large extent by ideas and institutions of medieval Europe, notably the concept of divine, natural, and customary law as a restraint on the exercise of power. Highly significant was the growing practice by European kings of seeking approval of their policies – including the right to levy taxes – by consulting the different “estates,” or group interests, in the realm. Gatherings of representatives of these interests were the origin of modern parliaments and legislative assemblies. The first document to notice such concepts and practices is the Magna Carta of England, granted by King John in 1215.
Also of fundamental importance were the profound intellectual and social developments of the Enlightenment and the American and French revolutions, notably the emergence of concepts of natural rights and political equality. Two seminal documents of this period are the American Declaration of Independence (1776) and the French Declaration of the Rights of Man and of the Citizen (1789).
Representative legislative bodies, freely elected under (eventual) universal suffrage, became in the 19th and 20th centuries the central institutions of democratic governments. In many countries, democracy also came to imply competition for office, freedom of speech and the press, and the rule of law.
Numerous authoritarian and totalitarian states, notably the communist nations of the 20th century, have adopted outwardly democratic governments that nonetheless were dominated by a single authorized party without opposition. States with Marxist ideologies asserted that political consensus and collective ownership of the means of production (i.e., economic democracy) were sufficient to ensure that the will of the people would be carried out.
