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Rousseau's mission as an author was to make his readers see what he saw in his philosophical "illumination," yet his task is a paradoxical one, for he must persuade his readers that they are deceived by what they see before their own eyes and must learn to see anew. In order to transform the perspective of his reader, Rousseau throughout his works uses visual imagery and rhetorical devices invoking vision that represents both the correct view of human nature and virtue and the obstacles to learning to see ourselves properly. As a former engraver's apprentice, he was particularly interested in educating his reader through actual images such as frontispieces or illustrations. The aim of this article is to offer an interpretation of the engravings that illustrateEmile, or On Education, in order to investigate how Rousseau educates his reader through challenging the reader's preconceptions concerning human nature and replacing traditional exemplars of human nature and virtue with a new exemplar seen in his imaginary pupil.

How are lobbying agendas formed? While individual interest matters, a social process may also affect why lobbyists choose legislation on which to lobby. In a crowded environment, looking at what credible others do may help lobbyists lower their search and information costs with regard to an issue. Using longitudinal network data on lobbyists' legislative choices, I analyze the choices of organizations using an actor‐based dynamic model of network change that conditions agenda changes on the choices made by other organizations. The results suggest both a "bandwagon" process in which organizations converge on "popular" bills and an influence process in which lobbying organizations influence each other when their lobbying agendas overlap. In support of the quantitative findings, interviews with lobbyists show that the policy domain is a social community that consists of ongoing relationships, trust, and information sharing.

AbstractRousseau first glimpsed the principle of the natural goodness of man in the so-called "Illumination of Vincennes," and he made it his mission as an author to persuade his readers of the truth of that vision. Rousseau must persuade his readers that they are deceived by what they see before their own eyes and that they must learn to see anew—through his eyes. In order to educate his reader, Rousseau consistently uses rhetorical and literary techniques that are meant to change the reader's perspective. His use of these techniques is particularly pervasive inEmile. The present analysis examines Rousseau's education of the reader of his pedagogical treatise, especially through comparisons he draws between his imaginary pupil, Emile, and actual children that are meant to persuade the reader of the truth of what first appears to be imaginary and the falsity of what the reader previously believed was real.

In his recent article, "Rousseau on Agenda-Setting and Majority Rule" (2003), Ethan Putterman examines how the democratic principle of popular majority rule might be reconciled with agenda-setting by legislative experts through an analysis of Rousseau's political theory. He argues that Rousseau accomplishes this reconciliation through a novel separation of powers between the legislative and the executive powers where the sovereign people delegates the exclusive power to initiate laws to the executive. Putterman thereby identifies as a solution to the problem of democratic self-legislation what Rousseau sees as the most important danger to it. At issue is not merely the correct interpretation of Rousseau's theory, for Putterman's argument raises far-reaching questions concerning the compatibility of democratic principles and institutions. After demonstrating that Putterman is incorrect that the sovereign people in Rousseau's state delegate the power of legislative initiative, I examine how Rousseau anticipates and addresses a related question central to contemporary democratic and social choice theory: the problem of preference aggregation through voting in the absence of agenda-setting institutions.