| Project/Area Number |
17203010
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (A)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Politics
|
|---|
| Research Institution | The University of Tokyo |
|---|
Principal Investigator |
TSUNEKAWA Keiichi The University of Tokyo, Graduate School of Arts and Sciences, Professor (80134401)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
IDA Fumio Kobe University, Graduate school of Law, Professor (70184356)
ENDO Mitsugi University of Tokyo, Graduate School of Arts and Sciences, Professor (70251311)
IZUOKA Naoya Keio University, Departzneat of Law, Associate Professor (50151486)
ASAMI Yasuhito Hitotsubashi Universty, Graduate School &Sociology, Professor (60251500)
ONISHI Yutaka Kobe University, Graduate school of Law, Professor (90254375)
|
|---|
| Project Period (FY) |
2005 – 2007
|
| Project Status |
Completed (Fiscal Year 2007)
|
| Budget Amount *help |
¥31,850,000 (Direct Cost: ¥24,500,000、Indirect Cost: ¥7,350,000)
Fiscal Year 2007: ¥8,970,000 (Direct Cost: ¥6,900,000、Indirect Cost: ¥2,070,000)
Fiscal Year 2006: ¥10,400,000 (Direct Cost: ¥8,000,000、Indirect Cost: ¥2,400,000)
Fiscal Year 2005: ¥12,480,000 (Direct Cost: ¥9,600,000、Indirect Cost: ¥2,880,000)
|
|---|
| Keywords | Democratization / Democracy / Koseishuai / Constructivism / Barometer |
|---|
| Research Abstract |
This research project combined theoretical, quantitative, and case studies to verify the basic hypothesis that a fundamental condition enabling the long-term endurance of democratic regimes is citizens' learning, through their experience of conflict and repression, of the importance or inevitability of democratic procedures. Theories on the norms of democracy and constitutional regimes present various images of democracy, from Shumpeter's view of democracy by elected leaders to deliberative democracy participated by the general public. What is more or less common in these theories is that democratic values are regarded as being formed through people's participation in deliberation and decision. This is a "positive learning" theory. Our quantitative analysis examined both "positive learning" and "negative learning" hypotheses. The latter is the major hypothesis of our project according to which appreciation of democracy stems from a negative learning of experiences of conflict and repre
… More
ssion. Our analysis shows that "negative learning" effects are notably observed in Latin America while African countries are divided into two groups : one with "negative learning" effects and the other with "positive learning" effects. But the pattern in Africa is not as clear as in Latin America. Even less clear is the nature of democratic commitment in Asia. One of the reasons for this ambiguity is that Asia and Africa still contain many undemocratic countries where real commitment to democratic procedures is indistinguishable from mere expectation of a better future. In addition, factors that facilitate endurance of democracy may not be the same as ones that foster transition to democracy. Case studies show that effects of "positive learning" and "negative, learning" diverge according to different structures of social and political cleavage in each country. As a whole, however, our study successfully demonstrated that the basic hypothesis focusing on "negative learning" is no less valid than other existing hypotheses on democratic endurance. Less
|
