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This article argues that in his 'Party Press Essays,' James Madison expounds a psychology of public opinion that is identifiable, but less developed, in his earlier writings. In these essays, Madison explains how a territorial mean, or a 'practicable sphere,' contributes to a psychological mean that creates a context for the emergence of an enlightened majority capable of mobilizing against an abusive regime. Attending to Madison's psychology of public opinion highlights the political importance of affect in Madison's thought and clarifies his position regarding the appropriate role of the people in a republic. Adapted from the source document.

This article argues that in his "Party Press Essays," James Madison expounds a psychology of public opinion that is identifiable, but less developed, in his earlier writings. In these essays, Madison explains how a territorial mean, or a "practicable sphere," contributes to a psychological mean that creates a context for the emergence of an enlightened majority capable of mobilizing against an abusive regime. Attending to Madison's psychology of public opinion highlights the political importance of affect in Madison's thought and clarifies his position regarding the appropriate role of the people in a republic.

This essay explicates Mary Austin's theory of citizenship and demonstrates her contribution to the larger literature on social democratic citizenship emerging in the early twentieth century. The primary text considered is her monograph,The Young Woman Citizen (1918).In this piece, Austin reimagines the spatial and gender ordering of the polity to create an integrative and inclusive civic ideal. She employs the concepts of society and mind as a means of blurring the boundaries between the public and private and integrating the polity, while she turns to woman‐thought, social capital, and the generative state to secure women's inclusion. Austin's work combines a unique form of the gender‐difference argument for suffrage with progressive political philosophies in an effort to construct a model of the polity in which women share sovereignty with men, socially, culturally, and institutionally.

ABSTRACTThis article reflects on two specific sets of questions—both of which were prominent in conversations regarding the future of teaching in higher education—that emerged as we developed a pedagogy designed to advance the primary substantive goals of environmental justice. The first set of questions asks how to enhance interdisciplinary thinking and communication in a single course; the second asks how best to teach critical thinking online. We identify key challenges in both areas in a discussion of our experience in teaching two contemporaneous venues—one on-campus and one online—of an environmental justice course grounded in the subfield of political theory.