Learning Politics
Think about conversations around politics when you were in primary school (around age 10). What were some of the ways you learned about the political establishment through family members and friends? How were you politically socialized as a child? Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least one outside scholarly source.
Relate the essay;
To our textbook. Magstadt. T. M. (2017). Understanding politics: Ideas, institutions, and issues. Australia: Cengage Learning.
Attached is the summary from text, chapter 6 and 10
Summary Chapter 10
Different governments treat the concept of citizenship in different ways. All states demand adherence to the rules (laws), of course, and most treat birth in, or naturalization into, the political order as a requirement of citizenship. In democratic states, the concept of citizenship is also tied to the ideas of equality and liberty, as well as to meaningful participation in politics, such as voting in periodic elections. This ideal of democratic citizenship dates back to the ancient Greek city-states, which were small enough to permit direct democracy (self-representation of enfranchised adults through public assemblies and plebiscites).
Political socialization is the process whereby citizens develop the values, attitudes, beliefs, and opinions that enable them to relate to and function within the political system. Specific influences on the developing citizen include the family, religion, public education, the mass media, the law, peer groups, and key political values. Political socialization is of paramount importance; if a nation fails to socialize its citizenry on a large-scale basis, its political stability can be endangered.
Totalitarian states attempt to realize a utopian vision and create a new political order. Like authoritarian states, totalitarian states are nondemocratic. Yet these two regime types differ in several important respects. In particular, totalitarian regimes seek total control over all aspects of their citizens’ lives and demand active participation, rather than passive acquiescence, on the part of the citizenry.
The three major totalitarian states of the past century—Soviet Russia, Nazi Germany, and Maoist China—appear to have gone through several distinct stages of development. The first stage coincides with a period of violent revolution. The five major elements necessary for a successful revolution are charismatic leadership, ideology, organization, propaganda, and violence. During the second stage, power in the hands of the totalitarian ruler is consolidated, opposition parties are eliminated, the party faithful are put in charge, and real or imagined rivals within the party are killed.
The third stage attempts to bring about the total transformation of society. In the Soviet Union, Stalin launched this effort in 1928 with the first Five-Year Plan. In Nazi Germany, Hitler’s goal of “racial purification” provided the rationale for a totalitarian drive that culminated in World War II and the Holocaust. In Maoist China, the first attempt to transform Chinese society, the Great Leap Forward, failed miserably in the late 1950s and was followed by the Cultural Revolution of the 1960s.
The human costs of totalitarianism have been staggering. Actual numbers cannot be verified, but even the roughest estimates suggest the totalitarian experiments of the twentieth century brought death or appalling hardship to many millions of people.
Totalitarian states appear in many guises, and there is no guarantee new ones will not emerge in the future. Indeed, the ousted Taliban regime in Afghanistan qualified as a new form of totalitarianism that used a perverted form of Islam as a political ideology.
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