Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.

The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. Unabridged reproduction of (...) the classic 1916 edition. (shrink)

In the aftermath of the First World War, the poet Paul Valéry wrote of a "crisis of spirit", brought about by the instrumentalization of knowledge and the destructive subordination of culture to profit. Recent events demonstrate all too clearly that the stock of mind, or spirit, continues to fall. The economy is toxically organized around the pursuit of short-term gain, supported by an infantilizing, dumbed-down media. Advertising technologies make relentless demands on our attention, reducing us to idiotic beasts, no longer (...) capable of living. Spiralling rates of mental illness show that the fragile life of the mind is at breaking point. Underlying these multiple symptoms is consumer capitalism, which systematically immiserates those whom it purports to liberate. Returning to Marxʹs theory, Stiegler argues that consumerism marks a new stage in the history of proletarianization. It is no longer just labour that is exploited, pushed below the limits of subsistence, but the desire that is characteristic of human spirit. The cure to this malaise is to be found in what Stiegler calls a "pharmacology of the spirit". Here, pharmacology has nothing to do with the chemical supplements developed by the pharmaceutical industry. The pharmakon, defined as both cure and poison, refers to the technical objects through which we open ourselves to new futures, and thereby create the spirit that makes us human. By reference to a range of figures, from Socrates, Simondon and Derrida to the child psychoanalyst Donald Winnicott, Stiegler shows that technics are both the cause of our suffering and also what makes life worth living. -- Publisher description. (shrink)

As a work of social theory, I would argue that it belongs in a class with the writings of Habermas and Arendt". -- Jay Bernstein, University of Essex This is one of the most original and important works of contemporary European thought.

"Knowing how we know" is the subject of this book. Its authors present a new view of cognition that has important social and ethical implications, for, they assert, the only world we humans can have is the one we create together through the actions of our coexistence. Written for a general audience as well as for students, scholars, and scientists and abundantly illustrated with examples from biology, linguistics, and new social and cultural phenomena, this revised edition includes a new afterword (...) by Dr. Varela, in which he discusses the effect the book has had in the years since its first publication. (shrink)

In 1944 Horkheimer and Adorno warned that industrial society turns reason into rationalization, and Polanyi warned of the dangers of the self-regulating market, but today, argues Stiegler, this regression of reason has led to societies dominated by unreason, stupidity and madness. However, philosophy in the second half of the twentieth century abandoned the critique of political economy, and poststructuralism left its heirs helpless and disarmed in face of the reign of stupidity and an economic crisis of global proportions. New theories (...) and concepts are required today to think through these issues. The thinkers of poststructuralism Lyotard, Deleuze, Derrida must be re-read, as must the sources of their thought, Hegel and Marx. But we must also take account of Naomi Klein’s critique of Milton Friedman and the Chicago School and her account of the ‘shock doctrine’. In fact, argues Stiegler, a permanent ‘state of shock’ has prevailed since the beginning of the industrial revolution, intensified by the creative destruction brought about by the consumerist model. The result has been a capitalism that destroys desire and reason and in which every institution is undermined, above all those institutions that are the products par excellence of the Enlightenment the education system and universities. Through a powerful critique of thinkers from Marx to Derrida, Stiegler develops new conceptual weapons to fight this destruction. He argues that schools and universities must themselves be transformed: new educational institutions must be developed both to take account of the dangers of digitization and the internet and to enable us to take advantage of the new opportunities they make available. (shrink)

This new translation of four revised radio interviews, conducted in December 2002 at France Culture with Elie During, is the best introduction to Stiegler's Time and Technics series. This collection includes a new interview conducted specially for this volume and an interview with Artpress from 2001. In Philosophising By Accident, Stiegler introduces some of the key arguments about the technical constitution of the human and its relation to politics, aesthetics and economics. He reads philosophical texts from the perspective of his (...) controversial thesis about the three types of memory and speaks about concepts central to his later works, such as synchrony/diachrony, grammatisation and the industrial temporal object. (shrink)

On the 20th anniversary of its publication, this classic manifesto is updated with an important new preface by the author. Freire reflects on the impact his book has had, and on many of the issues it raises for readers in the 1990s. These include the fundamental question of liberation and inclusive language as it relates to Freire's own insights and approaches.