Antonio Negri wrote the two essays that comprise Time for Revolution while serving a prison sentence for alleged involvement with radical left-wing groups. Although the essays were written two decades apart, their concerns are the same: is there a place for resistance in a society utterly subsumed by capitalism? In the wake of the global crisis of capitalism heralded by the 2008 crash, the question has never been more relevant and Negri remains an insightful and passionate guide to any attempt (...) to answer it. (shrink)

Discusses how cultural and economic changes around the world have caused a shift in the concepts that shape modern politics and defined the new global order.

Kan demokrati - folkets magt - realiseres. Forfatteren gennemgår dette på baggrund af den konflikt, der altid har været mellem den påtvungne magt og den valgte magt.

A denounciation of present-day schooling with radical suggestions for reform.

In this highly topical book, Agamben ultimately arrives at original ideas about the future of democracy and casts a new light on the hidden relationship that ties law to violence.

The work of Giorgio Agamben, one of Italy's most important and original philosophers, has been based on an uncommon erudition in classical traditions of philosophy and rhetoric, the grammarians of late antiquity, Christian theology, and modern philosophy. Recently, Agamben has begun to direct his thinking to the constitution of the social and to some concrete, ethico-political conclusions concerning the state of society today, and the place of the individual within it. In Homo Sacer, Agamben aims to connect the problem of (...) pure possibility, potentiality, and power with the problem of political and social ethics in a context where the latter has lost its previous religious, metaphysical, and cultural grounding. Taking his cue from Foucault's fragmentary analysis of biopolitics, Agamben probes with great breadth, intensity, and acuteness the covert or implicit presence of an idea of biopolitics in the history of traditional political theory. He argues that from the earliest treatises of political theory, notably in Aristotle's notion of man as a political animal, and throughout the history of Western thinking about sovereignty, a notion of sovereignty as power over "life" is implicit. The reason it remains merely implicit has to do, according to Agamben, with the way the sacred, or the idea of sacrality, becomes indissociable from the idea of sovereignty. Drawing upon Carl Schmitt's idea of the sovereign's status as the exception to the rules he safeguards, and on anthropological research that reveals the close interlinking of the sacred and the taboo, Agamben defines the sacred person as one who can be killed and yet not sacrificed—a paradox he sees as operative in the status of the modern individual living in a system that exerts control over the collective "naked life" of all individuals. (shrink)

In this ground-breaking and influential study Fredric Jameson explores the complex place and function of literature within culture. At the time Jameson was actually writing the book, in the mid to late seventies, there was a major reaction against deconstruction and poststructuralism. As one of the most significant literary theorists, Jameson found himself in the unenviable position of wanting to defend his intellectual past yet keep an eye on the future. With this book he carried it off beautifully. A landmark (...) publication, The Political Unconscious takes its place as one of the most meaningful works of the twentieth century.century. (shrink)

Constituent power : the concept of a crisis -- Virtue and fortune : the machiavellian paradigm -- The Atlantic model and the theory of counterpower -- Political emancipation in the American constitution -- The revolution and the constitution of labor -- Communist desire and the dialectic restored -- The constitution of strength.

Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.

In The Public and Its Problems, a classic of social and political philosophy, John Dewey exhibits his strong faith in the potential of human intelligence to solve the public's problems. In his characteristic provocative style, Dewey clarifies the meaning and implications of such concepts as "the public," "the state," "government," and "political democracy." He distinguishes his a posterior reasoning from a priori reasoning, which, he argues permeates less meaningful discussion of basic concepts. Dewey repeatedly demonstrates the interrelationships between fact and (...) theory. (shrink)

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 an effort to navigate the treacherous path between professionalism and social relevancy, this essay takes up an area of professional philosophy — epistemology — with the intention of reclaiming the integrative role John Dewey held for philosophy and classroom practice. Deron Boyles asserts that epistemology can and should represent an area of inquiry that is relevant and useful for philosophy of education, especially as it develops classroom practices that foster inquiry. He specifically seeks to revive Dewey’s conception of warranted (...) assertibility in an effort to show the value of fallibilist epistemology in practical and social teaching and learning contexts. By highlighting the distinctions between traditional epistemology and Dewey’s conception of knowing, Boyles demonstrates that epistemology has value insofar as it highlights a more useful, instrumentalist theory of knowing that is applicable to classroom practice. (shrink)

In this book she describes the perplexing crises which modern society faces as a result of the loss of meaning of the traditional key words of politics: justice ...

First published in 1899, The School and Society describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey’s (...) theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educa­tional Principles; The Psychology of Occupations; and the Development of Attention. (shrink)

Alain Badiou, one of the most powerful voices in contemporary French philosophy, shows how our prevailing ethical principles serve ultimately to reinforce an ...

These two short, influential books, which grew out of Dewey’s hands-on experience in administering the laboratory school at the University of Chicago, represent the earliest authoritative statement of his revolutionary emphasis on education as an experimental, child-centered process. In The School and Society, he declares that we must “make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated with the spirit of art, history, and science.” (...) In The Child and the Curriculum he stresses the importance of the curriculum as a means of determining the environment of the child, and allowing the teacher to guide children in asserting themselves, exercising their capacities, and fulfilling their own nature. 8 black-and-white illustrations. (shrink)

The ‘European Space of Higher Education’ could be mapped as an infrastructure for entrepreneurship and a place where the distinction between the social and the economic becomes obsolete. Using Foucault's understanding of biopolitics and discussing the analyses of Agamben and Negri/hardt it is argued that the actual governmental configuration, i.e. the economisation of the social, also has a biopolitical dimension. Focusing on the intersection between a politicisation and economisation of human life allows us to discuss a kind of ‘bio‐economisation’ (cf. (...) Bröckling), a regime of economic terror and learning as investment. Finally it is argued how fostering learning, i.e. fostering life (as a learning process) could turn into ‘let die’ and even into ‘make die’. (shrink)

Italian political thinker Paolo Virno argues that the category of "multitude" is a far better tool to analyze contemporary issues than the Hobbesian concept of "people." Globalization is forcing us to rethink some of the categories—such as "the people"—that traditionally have been associated with the now eroding state. Italian political thinker Paolo Virno argues that the category of "multitude," elaborated by Spinoza and for the most part left fallow since the seventeenth century, is a far better tool to analyze contemporary (...) issues than the Hobbesian concept of "people," favored by classical political philosophy. Hobbes, who detested the notion of multitude, defined it as shunning political unity, resisting authority, and never entering into lasting agreements. "When they rebel against the state," Hobbes wrote, "the citizens are the multitude against the people." But the multitude isn't just a negative notion, it is a rich concept that allows us to examine anew plural experiences and forms of nonrepresentative democracy. Drawing from philosophy of language, political economics, and ethics, Virno shows that being foreign, "not-feeling-at-home-anywhere," is a condition that forces the multitude to place its trust in the intellect. In conclusion, Virno suggests that the metamorphosis of the social systems in the West during the last twenty years is leading to a paradoxical "Communism of the Capital.". (shrink)

Among the most influential parts of the philosophy of G.W.F. Hegel (1770-1831) were his ethics, his theory of the state, and his philosophy of history. The Philosophy of Right (Grundlinien der Philosophie des Rechts) (1821), the last work published in Hegel's lifetime, is a combined system of moral and political philosophy, or a sociology dominated by the idea of the state. Here Hegel repudiates his earlier assessment of the French Revolution as a "a marvelous sunrise" in the realization of liberty. (...) Rejecting the republican form of government, he espouses an idealized form of a constitutional monarchy, whose ultimate power rests with the sovereign. (shrink)

In this uplifting book, David Halpin suggests ways of putting the hope back into education, exploring the value of and need for utopian thinking in discussions of the purpose of education and school policy.

The ‘European Space of Higher Education’ could be mapped as an infrastructure for entrepreneurship and a place where the distinction between the social and the economic becomes obsolete. Using Foucault's understanding of biopolitics and discussing the analyses of Agamben and Negri/Hardt it is argued that the actual governmental configuration, i.e. the economisation of the social, also has a biopolitical dimension. Focusing on the intersection between a politicisation and economisation of human life allows us to discuss a kind of ‘bio‐economisation’ , (...) a regime of economic terror and learning as investment. Finally it is argued how fostering learning, i.e. fostering life could turn into ‘let die’ and even into ‘make die’. (shrink)

A detailed examination of Marx's critique of 'utopian socialism' together with a detailed study of his own 'utopian' projections. The book argues that Marx's critique of utopianism was accurate at the time and still applicable today.