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.

The project of autonomy is not a utopia (1992) -- Why I am no longer a Marxist (1974) -- Imaginary significations (1982) -- Response to Richard Rorty (1995) -- On wars in Europe (1992) -- On the possibility of creating g new form of society (1977) -- What political parties cannot do (1979) -- Present issues for democracy (1986) -- These are bad times (1986) -- Do vanguards exist? (1987) -- What revolution is (1987) -- Neither a historical necessity nor (...) simply an "ethical" exigency: a political and human exigency (1988) -- When the east swings to the west (1989) -- The market, capitalism, and democracy (1990) -- "Democracy" without citizens' participation (1991) -- The Gulf War: setting things straight (1991) -- Gorbachev: neither reform no backtracking (1991) -- On war, religion, and politics (1991) -- Communism, fascism, and emancipation (1991) -- Ecology against the merchants (1992) -- The revolutionary potency of ecology (1992) -- A society adrift (1993) -- On political judgment (1995) -- Neither resignation nor archaism (1995) -- A rising tide of significany? (1996) -- A singular trajectory (1992). (shrink)

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.

Chantal Mouffe is one of the most influential political theorists at work today. Her work has influenced political parties across Europe and continues to inform the direction of left politics. In this work, Mouffe argues that liberal democracy misunderstands the problems of ethnic, religious and nationalist conflicts because of its inadequate conception of politics.

The article starts from the questions: what is it to be an inhabitant or citizen of a globalised world, and how are we to think of education in relation to such inhabitants? We examine more specifically the so–called ‘European area of higher education’ that is on the way to being established and that can be regarded as a concrete example of a process of globalisation. In the first part of the paper we try to show that the discursive horizon, and (...) the concrete techniques and strategies that accompany the establishment of this space of higher education, invite the inhabitants of that space to see themselves as entrepreneurial and autonomous entities. In the second part we show how this specific kind of subjectivation (this production of subjects), related as it is to this globalised space, involves what we call an immunisation that also affects our thinking and our ideas in and about education. To refer to this as a kind of immunisation implies that globalisation could in fact be considered a closing or enclosing rather than an opening up. We argue, therefore, that this immunisation needs to be refused in favour of the invention of other kinds of subjectivity, other ways of speaking and writing about the world and about education, such that we relate to ourselves in a different way. (shrink)

Since September 11th, we frequently hear that political differences should be put aside: the real struggle is between good and evil. What does this mean for political and social life? Is there a 'Third Way' beyond left and right, and if so, should we fear or welcome it? This thought-provoking book by Chantal Mouffe, a globally recognized political author, presents a timely account of the current state of democracy, affording readers the most relevant and up-to-date information. Arguing that liberal 'third (...) way thinking' ignores fundamental, conflicting aspects of human nature, Mouffe states that, far from expanding democracy, globalization is undermining the combative and radical heart of democratic life. Going back first to Aristotle, she identifies the historical origins of the political and reflects on the Enlightenment, and the social contract, arguing that in spite of its good intentions, it levelled the radical core of political life. Contemporary examples, including the Iraq war, racism and the rise of the far right, are used to illustrate and support her theory that far from combating extremism, the quest for consensus politics undermines the ability to challenge it. These case studies are also highly effective points of reference for student revision. _On the Political _is a stimulating argument about the future of politics and addresses the most fundamental aspects of democracy that will aid further study. (shrink)

This book continues and revises the ideas of justice as fairness that John Rawls presented in _A Theory of Justice_ but changes its philosophical interpretation in a fundamental way. That previous work assumed what Rawls calls a "well-ordered society," one that is stable and relatively homogenous in its basic moral beliefs and in which there is broad agreement about what constitutes the good life. Yet in modern democratic society a plurality of incompatible and irreconcilable doctrines -- religious, philosophical, and moral (...) -- coexist within the framework of democratic institutions. Recognizing this as a permanent condition of democracy, Rawls asks how a stable and just society of free and equal citizens can live in concord when divided by reasonable but incompatible doctrines? This edition includes the essay "The Idea of Public Reason Revisited," which outlines Rawls' plans to revise _Political Liberalism,_ which were cut short by his death. "An extraordinary well-reasoned commentary on _A Theory of Justice_...a decisive turn towards political philosophy." -- _Times Literary Supplement_. (shrink)

In the intellectual confusion prevailing since the demise of Marxism and “marxism”, the attempt is made to define democracy as a matter of pure procedure, explicitly avoiding and condemning any reference to substantive objectives. It can easily be shown, however, that the idea of a purely procedural “democracy” is incoherent and self‐contradictory. No legal system whatsoever and no government can exist in the absence of substantive conditions which cannot be left to chance or to the workings of the “market” but (...) must be posited as objectives of political activity. The confusion results from a deficient understanding of what makes a society and an empty idea of “freedom”. The objective of politics is not happiness, an affair to be left to the individuals, but it certainly is liberty understood as participation in the governance of the polity; it is also the pursuit of the common good, defined as the sum of the prerequisites and facilitations of individual autonomy depending on collective action, and as the realization of commonly agreed collective goals. (shrink)

This book provides a selective history of English education which exposes the connections between decisive periods of educational change and the intellectual and political climate in which it occurred.

In the present essay, I attempt to develop a distinction between moral and political theories of education, inspired by the work of Amy Gutmann. The main idea is that whereas a moral theory of education gives an account of an ideal (or at least good) education, a political theory gives an account of how to structure education in a democracy where there is deep disagreement on what constitutes an ideal (or good) education. Unfortunately, we sometimes speak as though our moral (...) theories can be unproblematically translated into the political realm, but in doing so, we are either being outright undemocratic or we underestimate the significance of the world-view pluralism in modern, liberal democracies. In order for a political theory of education to be democratically acceptable, it must fulfill the criterion of being capable of democratic translation into a society characterized by deep pluralism. (shrink)

Sait-on que la science-fiction américaine, du roman " cyberpunk " à la saga Matrix, se nourrit largement de Jean Baudrillard? Que Gilles Deleuze et Félix Guattari inspirent aux Etats-Unis les pionniers de l'Internet comme de la musique électronique? Que Michel Foucault y est la référence majeure des luttes communautaires, tandis que Jacques Derrida est une star sans égale dans l'université? Après avoir croisé à New York la contre-culture des années 1970, les œuvres des philosophes français de l 'après - structuralisme (...) sont entrées dans les départements de littérature de l'université américaine, où elles ont bouleversé de l'intérieur tout le champ intellectuel. Réinterprétées, réappropriées au service des combats identitaires de la fin de siècle américaine, elles ont fourni le socle théorique sur lequel ont pu s'épanouir, contre la régression des années Reagan, les cultural studies, les gender studies et les études multiculturelles. C'est cette histoire, mal connue, de la french theory que François Cusset retrace ici. Il décrit le succès de cette étrange " théorie française " - la déconstruction, le biopouvoir, les micropolitiques ou la simulation -jusque dans les tréfonds de la sous - culture américaine. Il restitue l'atmosphère particulière des années 1970 et raconte la formidable aventure américaine, et bientôt mondiale, d'intellectuels français marginalisés dans l'Hexagone. Car le plus surprenant est que, pendant que l'Amérique les célébrait, la France s'empressait d'inhumer ces dangereux échevelés de la " pensée 68 " pour louer à nouveau l'humanisme citoyen et son vieil universalisme abstrait. Ce livre éclaire ce paradoxe en explorant une modalité méconnue, mais cruciale, du malentendu franco - américain. Au-delà, il brosse un portrait passionnant des mutations de l'espace intellectuel, culturel et politique américain des dernières décennies. (shrink)

Against narrow understandings of educational research, this article defends the relevance of philosophical anthropology to ethico-political education and contests its lack of space in the philosophy of education. My approximation of this topic begins with comments on philosophical anthropology; proceeds with examples from the history of educational ideas that illustrate what is at stake in placing realism, impossibility and education side by side; and moves to what anthropologically counts as realism or realistic expectations from education. The etymology of the word (...) ‘education’ allows us to unveil educational connections with human nature that demarcate (im)possibility and thematize essentialism. By investigating various questions concerning human nature, philosophical anthropology becomes important for exploring the aims and scope of education in their utopian or anti-utopian framings. (shrink)