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Analyzing Marx

Philosophical Studies 53 (1):157-172 (1988)

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  1. Racism and rationality: The need for a new critique.David Theo Goldberg - 1990 - Philosophy of the Social Sciences 20 (3):317-350.
    Two classes of argument, logical and moral, are usually offered for the general assumption that racism is inherently irrational. The logical arguments involve accusations concerning stereotyping (category mistakes and empirical errors resulting from overgeneralization) as well as inconsistencies between attitudes and behavior and inconsistencies in beliefs. Moral arguments claim that racism fails as means to well-defined ends, or that racist acts achieve ends other than moral ones. Based on a rationality-neutral definition of racism, it is argued in this article that (...)
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  • Marxism and the rejection of morality.Kai Nielsen - 1988 - Theoria 54 (2):102-128.
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  • Socialist Morality: Towards a Political Philosophy for Democratic Socialism.Daniel Little - 1989 - Social Philosophy and Policy 6 (2):1.
    There has been much discussion in recent years of the role of moral ideas within Marxism. Marx's stringent criticisms of purely philosophical inquiry impose rather narrow limits on the form which a Marxian moral philosophy might take. For Marx often holds that moral ideas and moral theorizing are irremediably ideological. By this Marx appears to mean that moral ideas are part and parcel of a system of class domination, a way of preserving class domination through internalized norms. As many recent (...)
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  • (1 other version)Afterword: remarks on the roots of progress.Kai Nielsen - 1989 - Canadian Journal of Philosophy 19 (sup1):497-539.
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  • Analytical marxism: A form of critical theory. [REVIEW]Kai Nielsen - 1993 - Erkenntnis 39 (1):1 - 21.
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  • Intentional explanations and radical theories of education.Michael Dale - 1990 - Studies in Philosophy and Education 10 (3):179-194.
    In this paper I argue that Marxist studies of schools have overlooked the power of intentional explanations to explain schooling practices and policies. This oversight is at least in part due to many radical analyses failing to distinguish between explaining the acquisition and persistence of beliefs and determining the social consequences that follow from acting on beliefs. I further contend that radical researchers examining schooling practices must develop a more rigorous and refined conception of capitalist class interests.
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