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Introduction

In Phillip Birger Hansen (ed.), Reconsidering C.B. Macpherson: from possessive individualism to democratic theory and beyond. Buffalo: University of Toronto Press. pp. 3-14 (2015)

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Symposium: The Contribution of Laclau’s Discourse Theory to International Relations and International Political Economy: Introduction.Frank A. Stengel & Dirk Nabers - 2019 - New Political Science 41 (2):248-262.details This symposium explores the value of Poststructuralist (or Political) Discourse Theory (PDT) for the analysis of world politics. PDT was originally developed by the late Argentine political theorist Ernesto Laclau, in early works together with Chantal Mouffe, and has entered the margins of International Relations (IR) in recent years, mainly by bringing in poststructuralist concepts that had previously been ignored by the more critical strands of theorizing. Against this background, the introduction (1) discusses the disconnect between PDT and research on (...) Download Export citation Bookmark 1 citation
Film as a mobilizing agent? Adorno and Benjamin on aesthetic experience.Gaye Ilhan Demiryol - 2012 - Philosophy and Social Criticism 38 (9):939-954.details This article evaluates the role of art – particularly mechanically reproduced forms of art – in the writings of Walter Benjamin and Theodor W. Adorno. The central claim is that both thinkers share the same conviction as to the emancipatory potentials of the work of art. Yet, they evaluate the effects of technological innovation differently. The underpinnings of this later resolved discord, however, are philosophical. In contrast to Benjamin’s belief in the possibility of mass mobilization, for Adorno the relevant category (...) Download Export citation Bookmark
The teacher is a learner: Dewey on aims in education.Atli Harðarson - 2018 - Educational Philosophy and Theory 50 (5):538-547.details In Chapter VIII of Democracy and Education, Dewey objects to all three of the following propositions: (1) education serves predefined aims; (2) Education serves aims that are external to the process of education; and (3) Education serves aims that are imposed by authority. From the vantage point of policy-makers and authors of curriculum guides, these three propositions seem plausible, even self-evident. In this paper, I set forth a critical interpretation and evaluation of Dewey’s objections to them and argue that he (...) Download Export citation Bookmark 1 citation
Social Reconstruction in Uganda: The Role of Customary Mechanisms in Transitional Justice. [REVIEW]Joanna R. Quinn - 2007 - Human Rights Review 8 (4):389-407.details In the aftermath of prolonged civil conflict, social repair is essential. Countries like Uganda, various parts of which have been at war since 1962, are in need of healing and renewal. This paper explores the use of customary mechanisms, instead of trials and truth commissions, to bring about societal acknowledgement of what has happened, and it offers ideas as to how these traditional practices might augment the rebuilding process in Uganda. Download Export citation Bookmark
The Systematic Import of Merleau-Ponty’s Philosophy of Literature.Dimitris Apostolopoulos - 2018 - Journal of the British Society for Phenomenology 49 (1):1-17.details Scholarly discussions of Merleau-Ponty’s aesthetics tend to focus on his philosophy of painting. By contrast, comparatively little attention has been paid to his philosophy of literature. However, he also draws significant conclusions from his work on literary expression. As I will argue, these reflections inform at least two important positions of his later thought. First, Merleau-Ponty’s account of “indirect” literary language led him to develop a hybrid view of phenomenological expression, on which expression is both creative and descriptive. Second, a (...) Download Export citation Bookmark 3 citations
Commentary on Secor.Raymie McKerrow - unknowndetails Download Export citation Bookmark

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