含羞草研究所

Jeremy Fortier

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Jeremy Fortier

Visiting Assistant Professor of Political Science

Department/Office Information

Political Science
Persson Hall
  • TR 12:00pm - 1:30pm (Persson Hall 012)

Contact

Jeremy Fortier's work circles around the question of how people arrive at and justify their political positions while remaining aware of their cognitive limits, biases and past failures of judgment. To that end, his research has focused on the autobiographical or self-reflective writings of a wide range of authors who revised their positions over the course of their careers.

"Why to Be a Civic Constitutionalist"

This paper argues that (a) civic constitutionalism is a cohesive body of scholarship (b) it offers a detailed challenge to H茅l猫ne Landemore鈥檚 account of how to fix democratic politics, while at the same time (c) suggesting how to blend compelling features of Landemore鈥檚 account with a more traditionally-grounded approach (d) consequently, democratic theorists of all sorts should consider becoming civic constitutionalists.

鈥溾楾o Affirm While Resisting鈥: Ralph Ellison and Friedrich Nietzsche on Overcoming History鈥 in Nietzsche and Politicized Identities, edited by Rebecca Bamford & Allison Merrick (SUNY Press, forthcoming).

Comment on Matthew Meyer, Nietzsche's Free Spirit Works for Notre Dame Philosophical Reviews.

鈥淟anguages of Freedom: Danielle Allen on W.E.B. Du Bois and the Declaration of Independence,鈥 American Political Thought 10: 271-282.

The Challenge of Nietzsche: How to Approach His Thought. University of Chicago Press.

  • A Seminary Co-Op Notable Book of 2020.
  • Author-meets-critics symposium in The Review of Politics 83: 398-417.
  • Interviews about the book for The Lost Angeles Review of Books and The Political Theory Review podcast.

鈥淥n Steven Pinker鈥檚 Hobbesian Liberalism,鈥 Polity 50: 460-484.

鈥淐an Liberalism Lose the Enlightenment?鈥 Journal of Politics 72: 1003-1013.

Prior to 含羞草研究所, Fortier taught at Claremont McKenna College and the City College of New York. In light of that background teaching equally excellent students at two very different types of institutions, his courses are designed to help students reflect on what makes their education distinct, and the principles that ought to inform higher education more generally.