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Switch to: Citations
References in:
Walter Benjamin in the Age of Post-critical Pedagogy
Studies in Philosophy and Education 40 (2):201-217 (2021)
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ABSTRACTThis introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter through vocabularies of hope. Moreover, after highlighting that a valuable dialogue may be established (...) |
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This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...) |
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This new translation is an extremely welcome addition to the continuing Cambridge Edition of Kant’s works. English-speaking readers of the third Critique have long been hampered by the lack of an adequate translation of this important and difficult work. James Creed Meredith’s much-reprinted translation has charm and elegance, but it is often too loose to be useful for scholarly purposes. Moreover it does not include the first version of Kant’s introduction, the so-called “First Introduction,” which is now recognized as indispensable (...) |
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In this article I deal with the impact of digitization on education by revisiting the ideas Neil Postman developed in regard with the omnipresence of screens in the American society of the 1980s and their impact on what it means to grow up and to become an educated person. Arguing, on the one hand, that traditionally education is profoundly related to the initiation into literacy, and on the other hand, that the screen may come to replace the book as the (...) |
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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. |
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Originally published in the 1930s, these essays on realism, expressionism, and modernism in literature present Lukacs's side of the controversy among Marxist writers and critics now known as the Lukacs-Brecht debate. The book also includes an exchange of letters between Lukács, writing in exile in the Soviet Union, and the German Communist novelist, Anna Seghers, in which they discuss realism, the European literary heritage, and the situation of the artist in capitalist culture. |
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The Italian philosopher Giorgio Agamben has always been an original reader of texts, understanding their many rich and multiple historical, aesthetic, and political meanings and effects. In Profanations, Agamben has assembled for the first time some of his most pivotal essays on photography, the novel, and film. A meditation on memory and oblivion, on what is lost and what remains, Profanations proves yet again that Agamben is one of the most provocative writers of our time. In ten essays, Agamben ponders (...) |
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As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: the (...) |
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"Max Horkheimer (1895-1973) was a leading figure in The Frankfurt School, a renowned body of philosophers and social theorists, including Adorno and Marcuse, who examined critically the changes in and development of capitalist society. Much of what has become known as the New Left can be traced back to Horkheimer, his social philosophy and his analysis of contemporary culture." "First published in 1947 Eclipse of Reason is the most lucid and fundamental statement of the Critical Theory put forward by the (...) |
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The Critique of the Power of Judgment (a more accurate rendition of what has hitherto been translated as the Critique of Judgment) is the third of Kant's great critiques following the Critique of Pure Reason and the Critique of Practical Reason. This entirely new translation of Kant's masterpiece follows the principles and high standards of all other volumes in The Cambridge Edition of the Works of Immanuel Kant. This volume includes: for the first time the indispensable first draft of Kant's (...) |
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This book opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has (...) |
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Marx and Engels's Communist Manifesto has become one of the world’s most influential political tracts since its original 1848 publication. Part of the Rethinking the Western Tradition series, this edition of the Manifesto features an extensive introduction by Jeffrey C. Isaac, and essays by Vladimir Tismaneanu, Steven Lukes, Saskia Sassen, and Stephen Eric Bronner, each well known for their writing on questions central to the Manifesto and the history of Marxism. These essays address the Manifesto's historical background, its impact on (...) |
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This paper considers a key text in the field of Cultural Studies for its relevance to questions about the identity of knowledge in education. The concept of ‘aura’ arises as being of special significance in ‘The Work of Art in the Age of Mechanical Reproduction’ as a way of understanding the change that occurs to art when mass reproduction becomes both technologically possible and industrially realised. Aura seems to signify something of the symbolic halo generated by objects of special significance (...) |
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A denounciation of present-day schooling with radical suggestions for reform. |
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