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Radical History and the Politics of Art

New York: Columbia University Press (2014)

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  1. The Conditions of Immanent Critique.Alexei Procyshyn - 2022 - Critical Horizons 23 (1):22-43.
    ABSTRACT This article contributes to methodological debates in contemporary critical theory regarding the scope and features of immanent critique. I spell out the philosophical commitments presupposed by this approach to criticism and identify its basic features by comparing it with more recognizable argumentative or interpretative strategies. This comparison yields three immanent-critical requirements – for inherence, contradiction, and access – which bring into relief the heuristic and ampliative character of immanent criticism. Yet, these requirements also imply that “immanent critique” is not (...)
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  • The work of art in the age of its digital distribution.Jean-Philippe Deranty & Michael J. Olson - 2019 - Angelaki 24 (5):104-123.
    This paper argues that Walter Benjamin’s “The Work of Art in the Age of its Technical Reproducibility” provides a rich analytic framework for understanding how the many dimensions of aesthe...
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  • Aesthetic freedom and democratic ethical life: A Hegelian account of the relationship between aesthetics and democratic politics.Jörg Schaub - 2019 - European Journal of Philosophy 27 (1):75-97.
    This paper presents a novel Hegelian view of the relationship between aesthetics and democratic politics. My account avoids the drawbacks associated with approaches that reconceive all of the political in aesthetic terms or reduce the aesthetic to art. Instead, I maintain that the aesthetic is best understood as a distinct relationship of individual freedom. My argument proceeds by highlighting shortcomings of Honneth’s account of democratic Sittlichkeit and then addressing these impasses by integrating aesthetic freedom into the picture. The first two (...)
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  • The problem of scientific education.Rasoul Nejadmehr - 2017 - Confero: Essays on Education, Philosophy and Politics 5 (1):71-173.
    In this essay, I term the dominant educational paradigm of our time as scientific education and subject it to historical analysis in order to bring its tacit racial, colonial and Eurocentric biases into view. I subsume this cluster of problems under the general heading of “the problem of scientific education”, a problem simultaneously submerged deeply in the invisible background of current education and across its foreground inasmuch as it conditions daily educational practices beyond educators’ awareness. The delicate question to be (...)
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  • Gabriel Rockhill: Radical History and the Politics of Art, Nueva York: Columbia University Press, 2014, 288 pp. [REVIEW]Stephan Gruber Narváez - 2018 - Areté. Revista de Filosofía 30 (1):191-198.
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