Matthew Draper

The return of authoritarian great powers, the slowing of the democratic wave, and outright reversion to authoritarian rule pose important questions for international theory. What are the implications of an international system populated with more autocracies? This question was posed by a diverse array of social scientists, public intellectuals, and policy analysts in response to the autocratic wave in Europe in the 1920s and 1930s. We show that a series of conversations emanating from quite diverse intellectual priors – from Christian realists to international lawyers and disaffected Marxists – converged on the risks these autocratic regimes posed to democratic regimes and the international order they sought to forge. These risks included unconstrained rulers, an inability to sustain international commitments and political processes that undermined rational deliberation at home and spread disinformation abroad. The reading of this work suggests an under-appreciated strand of liberal international relations theory, and these debates have direct implications for liberal arguments about the democratic peace. Rather than theorizing why democracies avoid war, they underscore the importance of understanding why authoritarian and democratic countries are particularly prone to conflict.

We created Justice: The Game, an educational, role-immersion game designed to be used in philosophy courses. We seek to describe Justice in sufficent detail so that it is understandable to readers not already familiar with role-immersion pedagogy. We hope some instructors will be sufficiently interested in using the game. In addition to describing the game we also evaluate it, thereby highlighting the pedagogical potential of role-immersion games designed to teach political philosophy. We analyze the game by drawing on our observations as designers and playtesters of Justice, along with feedback from students obtained in focus-groups conducted shortly after playtesting ended. We present evidence that Justice, compared to conventional instructional methods alone, plausibly enhances student learning of philosophical skills and content by requiring them to practice those skills and put their content-area knowledge to use in a highly-motivating and engaging context.