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  1. Hegemony and Socialist Strategy: Towards a Radical Democratic Politics.Ernesto Laclau (ed.) - 1985 - Verso.
    In this hugely influential book, Laclau and Mouffe examine the workings of hegemony and contemporary social struggles, and their significance for democratic theory. With the emergence of new social and political identities, and the frequent attacks on Left theory for its essentialist underpinnings, Hegemony and Socialist Strategy remains as relevant as ever, positing a much-needed antidote against ‘Third Way’ attempts to overcome the antagonism between Left and Right.
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  • The cosmopolitical proposal.Isabelle Stengers - 2005 - In Bruno Latour & Peter Weibel (eds.), Making Things Public. MIT Press. pp. 994--1003.
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  • (1 other version)Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern.Bruno Latour - 2004 - Critical Inquiry 30 (2):225-248.
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  • (2 other versions)Learner, Student, Speaker: Why it matters how we call those we teach.Gert Biesta - 2010 - Educational Philosophy and Theory 42 (5-6):540-552.
    In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in (...)
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  • (2 other versions)Learner, Student, Speaker: Why it matters how we call those we teach.Gert Biesta - 2010 - Educational Philosophy and Theory 42 (5-6):540-552.
    In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in (...)
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  • (1 other version)Why Critique Has Run Out of Steam.Bruno Latour - 2004 - Critical Inquiry 30 (2):225-248.
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  • The Thracian Maid and the Professional Thinker: Arendt and Heidegger.Jacques Taminiaux - 1997 - State University of New York Press.
    Argues that Hannah Arendt's two major philosophical works, The Human Condition and The Life of the Mind, reveal not a dependency upon Heidegger, but rather a constant and increasing ironic debate with him.
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  • (3 other versions)Kritik der Reinen Vernunft.Immanuel Kant (ed.) - 1997 - Suhrkamp.
    überall einen richtigen Gebrauch der reinen Vernunft giebt, in welchem Fall es auch einen Canon derselben geben muß, so wird dieser nicht den speculativen, sondernden pr.ntischen Vernunftgebrauch betreffen, den wir also iezt ...
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  • Bildung und die Grenzen der Erfahrung: Randgänge der Bildungsphilosophie.Christiane Thompson - 2009 - Paderborn: F. Schöningh.
    Rev. version of the author's Habilitationsschrift, Martin-Luther-Universitèat.
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  • Rückwege aus der Entfremdung: Studien zur Entwicklung der deutschen humanistischen Bildungsphilosophie.Günther Buck - 1984 - München: W. Fink.
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