The authors develop an analysis of education. They show how education carries an essentially arbitrary cultural scheme which is actually based on power. More widely, the reproduction of culture through education is shown to play a key part in the reproduction of the whole social system.

Synthesizing forty years' work by France's leading sociologist, this book exemplifies Bourdieu's unique ability to link sociological theory, historical information, and philosophical thought. It makes explicit the presuppositions of a state of 'scholasticism', a certain leisure liberated from the urgencies of the world. Philosophers have brought these presuppositions into the order of discourse, more to legitimate than analyze them, and this is the primary systematic, epistemological, ethical, and aesthetic error that Bourdieu subjects to methodological critique. Pascalian because he, too, was (...) concerned with symbolic power, he refused the temptation of foundationalist thinking, attended to 'ordinary people', and was determined to seek the reason for seemingly illogical behavior rather than simply condemning it. Bourdieu charts a negative philosophy, whose intellectual debt to such other 'heretical' philosophers as Wittgenstein, Austin, Dewey, and Peirce, renews traditional questioning of concepts of violence, power, time, history, the universal, and the purpose and direction of existence. (shrink)

This study is divided into three parts: the classical tradition; Althusser and after; and modern debates. It includes chapters on class consciousness, ideology and utopia, and the epistemology of sociology, looking at the work of Georg Lukas, Karl Mannheim and Lucien Goldman respectively.

Following on from Roy Bhaskarâe(tm)s first two books, A Realist Theory of Science and The Possibility of Naturalism, Scientific Realism and Human Emancipation, establishes the conception of social science as explanatoryâe"and thence emancipatoryâe"critique. Scientific Realism and Human Emancipation starts from an assessment of the impasse of contemporary accounts of science as stemming from an incomplete critique of positivism. It then proceeds to a systematic exposition of scientific realism in the form of transcendental realism, highlighting a conception of science as explanatory (...) of a structured, differentiated and changing world. Turning to the social domain, the book argues for a view of the social order as conditioned by, and emergent from, nature. Advocating a critical naturalism, the author shows how the transformational model of social activity together with the conception of social science as explanatory critique which it entails, resolves the divisions and dualisms besetting orthodox social and normative theory: between society and the individual, structure and agency, meaning and behavior, mind and body, reason and cause, fact and value, and theory and practice. The book then goes on to discuss the emancipatory implications of social science and sketches the nature of the depth investigation characteristically entailed. In the highly innovative third part of the book Roy Bhaskar completes his critique of positivism by developing a theory of philosophical discourse and ideology, on the basis of the transcendental realism and critical naturalism already developed, showing how positivism functions as a restrictive ideology of and for science and other social practices. (shrink)

Dictionary of Critical Realism fills a vital gap in the literature. The dictionary seeks to redress the problem of accessibility by explaining all the main concepts and key developments. It has more than 500 entires on these themes, with contributions from many leading critical realists, and is thoroughly cross-referenced. However, this text does not stop at the elucidation of concepts. It incorporates surveys of critical realist work and prospects in more than fifty areas of study across the humanities and social (...) sciences, thereby demonstrating the appropriate use and possibilities of the concepts in action."--BOOK JACKET. (shrink)

In tackling emergentist Marxism in depth, this well-written volume demonstrates that critical realism and materialist dialectics are indispensable to theorizing the functioning of complex social and physical systems. Author Sean Creaven investigates Marxâes dialectics of being and consciousness, forces and relations of production, base and superstructure, class structure and class conflict, and demonstrates how they allow the social analyst to conceptualize geo-history as embodying a tendential evolutionary directionality, rather than as simply random or indeterminate in terms of its outcomes. For (...) those interested in social and political theory, Marxism and communism and contemporary social theory, this outstanding volume is an in important read and a valuable resource. (shrink)

Unravels the many different definitions of ideology, explores the history of the concept from the Enlightenment to postmodernism, and interprets the works of ...

This article explores some implications of using a critical realist theoretical framework for the study of education, in particular the core activities of learning and teaching. Many approaches have been made to understanding learning and teaching, but they tend to fall into one of two camps. The first includes approaches known as objectivism, instructivism and behaviourism, and is interpreted here as embodying principles of empiricism. The second comprises various takes on constructivism, particularly social constructivism, and is interpreted here as embodying (...) idealism. This paper does not wholly endorse or reject either objectivism or constructivism, but draws elements from each. The key difference for educators is that the starting position is not the transmission of knowledge, as in objectivism, or the construction of knowledge by learners, as in social constructivism. Instead it foregrounds the learning environment, arising from the realist premise that the possibilities for knowledge are given in the ontology. For educators this means the learning environment is not simply the location of learning, as widely construed, but the set of conditions that enable and constrain learning. (shrink)

Introduction: Critical realism, hegelian dialectic and the problems of philosophy preliminary considerations -- Objectives of the book -- Dialectic : an initial orientation -- Negation -- Four degrees of critical realism -- Prima facie objections to critical realism -- On the sources and general character of the hegelian dialectic -- On the immanent critique and limitations of the hegelian dialectic -- The fine structure of the hegelian dialectic -- Dialectic : the logic of absence, arguments, themes, perspectives, configurations -- Absence (...) -- Emergence -- Contradiction I : Hegel and Marx -- Contradiction II : misunderstandings -- On the materialist diffraction of dialectic -- Dialectical arguments and the unholy trinity -- Dialectical motifs : tina formation, mediation, concrete universality, etc -- On the generalized theory of the dialectical remark, the failure of detachment, and the presence of the past -- Dialectical critical naturalism -- Towards a real definition of dialectic -- Dialectical critical realism and the dialectic of freedom -- Ontology -- The dialectic of truth -- On the emergence and derivability of dialecticized transcendental realism -- 1m realism : non-identity -- 2e realism : negativity -- Space, time and tense -- Social science, explanatory critique, emancipatory axiology -- 3l realism : totality -- 4d realism : agency -- The dialectic of desire to freedom -- Dialectical critical realism and the dialectics of critical realism -- Metacritical dialectics : irrealism and its consequences -- Irrealism -- The problems of philosophy and their resolution -- Contradictions of the critical philosophy -- Dilemmas of the beautiful soul and the unhappy consciousness -- Master and slave : from dialectics of reconciliation to dialectics of liberation -- The metacritique of the hegelian dialectic -- Marxian dialectic i: the rational kernel in the mystical shell -- Marxian dialectic ii: the mystical shell in the rational kernel -- Metacritical dialectics : philosophical ideologies, their sublation and explanation -- The consequences of irrealism -- Diffracted and retotalized dialectics -- Dialectic as the pulse of freedom. (shrink)

Jeffrey Alexander argues that despite Bourdieu’s considerable achievements ultimately his work is reductionist and determinist. He further argues that though Bourdieu is a middle range theorist he is implicitly realist in his meta-theoretical assumptions. This article accepts these conclusions but argues that Bourdieu’s meta-theoretical realism is a virtue rather than a vice and that the manner in which he is a reductionist and determinist necessitate a re-thinking of what is meant by these notions. Alexander uses Bourdieu’s concept of habitus to (...) demon-strate a fundamental contradiction in Bourdieu’s theorising. According to him habitus presents us with the oxymoron of unconscious strategisation. This article uses a discussion of habitus in order to demonstrate that in its relationship with the concept of field it instead produces a practical resolution of long standing theoretical problems concerning structural determination and human agency. It is also argued that these problems are resolved at the meta-theoretical level in the form of critical realist ontology and that it is Alexander’s misunderstandings on this level which cause him to fail to appreciate the significance of Bourdieu’s achievements. (shrink)