ABSTRACT This article examines the temporal rhetoric of Extinction Rebellion and Fridays For Future to discuss how the new generation of climate movement organizations offers ideas of an open future that can be acted upon. Research has shown how climate organizations create economic and social disruptions. However, as the article shows, they also create temporal disruptions. Taking theoretical inspiration from critical utopian studies, the article states that the climate activists should be understood as utilizing a disruptive utopian method that aims (...) to disrupt the present and thereby open the future. The method relies on utopias that are relational and open, not static or absolute. Hence, the utopianism employed by these groups is not about closure and perfection, but rather about openness and offering alternatives. (shrink)

Turing made strong statements about the future of machines in society. This article asks how they can be interpreted to advance our understanding of Turing’s philosophy. His irony has been largely caricatured or minimized by historians, philosophers, scientists, and others. Turing is often portrayed as an irresponsible scientist, or associated with childlike manners and polite humor. While these representations of Turing have been widely disseminated, another image suggested by one of his contemporaries, that of a nonconformist, utopian, and radically progressive (...) thinker reminiscent of the English Romantic poet Percy B. Shelley, has remained largely underexplored. Following this image, I will reconstruct the argument underlying what Turing called (but denied being guilty of) his “Promethean irreverence” (1947–1951) as a utopian satire directed against chauvinists of all kinds, especially intellectuals who might sacrifice independent thought to maintain their power. These, Turing hoped, would eventually be rivaled and surpassed by intelligent machines and transformed into ordinary people, as work once considered “intellectual” would be transformed into non-intellectual, “mechanical” work. I study Turing’s irony in its historical context and follow the internal logic of his arguments to their limit. I suggest that Turing genuinely believed that the possibilities of the machines he envisioned were not utopian dreams, and yet he conceived them from a utopian frame of mind, aspiring to a different society. His ever-learning child machines, whose intelligence would grow out of their own individual experiences, would help distribute power. (shrink)

In our day and age, everyday life has become a receptacle of various spheres of human life and development. Its expansion and current role of the main reference point for the valuation of phenomena and processes can be seen in the media, various branches of the economy, politics, education, religion, science, art, new technologies, etc. Therefore, the question that we seek to answer in our article is the following: what is the role of democratic politics and educational practice in the (...) context of the modern appreciation of everyday life as the most essential locus of human life? (shrink)

This dissertation seeks to reactivate the Marxist transition debate, by conceptualising transition as a problem in its own right, moving away from a stagist vision of the development of modes of production. Part I outlines the historical materialist parameters of the ontology of transition, and traces the concept across classical and western Marxism. This section draws from Althusserian theory to sketch out a conception of historical time as a multiplicity of dislocated trajectories. This is followed by a critique of post-Marxism, (...) based on the disappearance of the concept of transition in the discursive turn. It is argued that transition should be retained as a sociologically rigorous concept, and that among various strands of Marxist theory there is evidence of its efficacy. Part II analyses contemporary left theory and politics through the dichotomy of melancholy and utopia, and argues that they exemplify temporal complexity and illuminate current impasses on the left. Part III applies the findings of the preceding parts to strategic questions of demands, agency and strategy. This is achieved through a substantive discussion of postwork theory as a new postcapitalist vision, embodying issues of temporality, transition and utopia. The thesis concludes that the neglected problem of transition and the notion of multiple temporalities are important theoretical tools for addressing questions of historical epistemology and left strategy. Understanding transition as an embedded societal tendency is valuable to critical social theory, and provides the means to theorise postcapitalist futures. (shrink)

The broad aim of this thesis is to explore fruitful connections between ideology theory and the philosophy of possible worlds. Ideologies are full of modal concepts, such as possibility, potential, necessity, essence, contingency and accident. Typically, PWs are articulated for the analysis and illumination of modal concepts. That naturally suggests a method for theorising ideological modality, utilising PW theory. The specific conclusions of the thesis proffer a number of original contributions to knowledge: 1) PWs should only be used for explication (...) and not as evidence or criteria of assessment in ideology theory. The estimation of utopian possibilities, human essences and freedoms must be determined by extrinsic criteria. PWs can serve only as a window or means of expression but not as a set of evaluative premises. 2) For this purpose, a modified version of Lewisian genuine realism, with its device of counterpart theory, is the best approach; the alternative theories risk constricting possibilities or smuggling in assumptions that ought to be objects of analysis in ideology theory. This is instructive, since ideology theorists are prone to pick and choose favoured aspects of modal philosophy without further argument. 3) Conclusions and suggest the adoption of GR or fictionalist GR. Overall, the actualist options are less adequate. Fictionalism, by contrast, is a worthwhile contender, but it too presents comparative weaknesses which reinforce GR’s standing as a potent challenger to the modal metaphysician. Therefore, this thesis presents additional reasons to think GR true. The conclusions are not knockdown, and I draw out incentives and consequences for adopting alternative stances. The various chapters also provide specific details for comprehending and debating ideological modals. (shrink)

Enega izmed največjih izzivov sodobnega utopianizma predstavlja protislovje med pozitivno usmerjenostjo v prihodnost in njenimi negativnimi reprezentacijami. V nasprotju s prevladujočimi pristopi, ki so usmerjeni k širokim in vseobsegajočim opisom utopije na podlagi nekega koncepta, avtor pričujočega prispevka zagovarja prepričanje, da obstaja ustreznejši način dojemanja utopije in utopianizma, ki napreduje prek vrste dihotomij, nasprotij ali celo paradoksov. Od zgodnjih utopičnih strategij, katerim lahko sledimo več tisočletij v preteklost, do primerov iz dvajsetega in enaindvajsetega stoletja, je utopija vedno izražala nasprotujoče si (...) težnje, ki zahtevajo temeljitejšo obravnavo. Lahko si je namreč zamisliti, da v tej kontradiktorni naravi utopije leži ne samo ključ do razumevanja preteklosti in sedanjosti, temveč tudi prihodnosti. V tem kontekstu se kot najpomembnejša kaže razlika med »resnično« utopijo in »lažno« utopijo. Kljub temu, da se je v dvajsetem stoletju utopično upanje sprevrnilo v distopični strah, pot k drugačni in po možnosti boljši prihodnosti ponuja le »resnična«, ikonoklastična utopija, ki ohranja pri življenju bržkone najpomembnejši vidik človeške eksistence: upanje. (shrink)

The thesis contends that education and literary studies can make a valuable contribution to ethics and ethical development of persons, their relations with others and with the world. It promotes an approach to ethics education through dialogic enquiry based on theories and practices associated with comparative literature and philosophical enquiry. These involve students sharing experiences and meanings as they participate in interpretive communities and communities of philosophical enquiry. There are two main components to the research: ethically focused studies of literary (...) texts and the design, implementation and evaluation of a module in Ethics Education using literature and film as stimuli for Dialogic Enquiry. The literary analyses are influenced by reader-response theory. While recognizing the importance of the author or the contexts of production and receptions of texts, reader-response theory focuses on the experience of the reader as she/he responds to literary texts, and on her/his role in actively co-authoring the meaning of texts. Readers may form or join interpretive communities that share an ethos of practice. The literary narrative fictions studied include fairy tale, contemporary European cinema and neo-Western crime drama, each of which offers a valuable way of thinking about education. The module in ethics education, designed for Transition Year students, is based on movements in Philosophy with Children. Students formulate and explore ethical questions raised in response to themes or issues of literary texts. Dialogic communities of ethical inquiry may emerge from this. Students, participating in these dialogic communities of ethical inquiry, get to test out and develop their moral sense, understood in terms of reason, feeling, memory and imagination. The literary analyses demonstrate the ethically educative promise of literary texts, and the responses of students to this course and the growth of their ethical engagement suggest that this is a promising approach to ethics education. Such an educational experience may be ethical in matter, theory and practice and continue to find expression as praxis beyond the covers of books and walls of classrooms. (shrink)