DOCSLIB.ORG

Anarchism and Education: a Philosophical Exploration

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Anarchism and Education: a Philosophical Exploration Anarchism and Education: A Philosophical Exploration Judith Suissa Dissertation submitted for the degree of PhD Institute of Education, University of London B1BL. LONDIfi. Abstract Anarchism is rarely given serious consideration by political philosophers, often being dismissed as 'utopian', or naively optimistic about human nature. Likewise, although there is a substantial anarchist tradition of educational ideas and practice, this is rarely mentioned in texts on philosophy or history of education. Drawing on work in political philosophy, philosophy of education and history of education, I explore the theoretical foundations of anarchism and the educational ideas of anarchist theorists and activists. The anarchist perspective, it is argued, is unique in the world of radical education, and should not be conflated with libertarian education. In order to highlight the philosophical insights which emerge from anarchist thought and practice, I compare anarchism with the connected traditions of liberalism and Marxism. In addition to dismissing some common misperceptions of anarchism, I discuss the educational implications of fundamental anarchist ideas. Central to this discussion is the notion of human nature which, while at the crux of much of the criticism of anarchism, also has a crucial bearing on the role of education within anarchist thought. It is argued that one cannot grasp the anarchist position on education without understanding the political context from which it stems. Equally, one cannot assess the viability of anarchism as a political ideology without appreciating the role played by education within anarchist thought — a role which is often overlooked. While not purporting to resolve the theoretical tensions within anarchism, I show that anarchist thought yields insights for educational philosophers, policy makers and practitioners. In exploring the charge of utopianism, I suggest that a consideration of anarchist ideas prompts us to ask questions about the role of philosophy of education. Anarchism, it is shown, overlaps significantly with both the liberal and the socialist traditions. Thus, although anarchism may seem in many ways to challenge the liberal tradition, it in fact both affirms important liberal principles and offers a motivating ideal for educators and philosophers of education. 2 Table of Contents Acknowledgements 5 Introduction 6 Chapter One: Anarchism: Definitions and Complexities 16 Chapter Two: Anarchism, Philosophy of Education and Liberal 28 Suspicions Liberalism and Liberal Education 32 Liberal Theory 33 Liberal Education 36 Chapter Three: Anarchism, Liberalism and Human Nature 39 Human Nature in Social Anarchist Theory 41 Human Nature and the Capitalist State 45 Nurturing the Propensity for Mutual Aid 47 The Ideal of Rationality 50 Human Nature in Liberalism 53 Chapter Four: Which Values? Which State? 55 Autonomy in Anarchism and Liberalism 58 Reciprocal Awareness 63 Liberal Paternalism and Libertarianism 66 Autonomy and Community: Tensions and Questions 67 Robert Wolff and the Argument from Autonomy 71 Educational Implications 75 The Anarchist Objection to the State 77 Authority 80 Chapter Five: The Positive Core of Anarchism 86 Equality 87 Fraternity 93 Liberal Values? Anarchist Values? 99 Education for the Social Virtues 100 Chapter Six: Anarchism Goes to School 103 The Escuela Moderna, Barcelona, 1904-1907 107 The Ferrer School, New York and Stelton, 1911-1953 111 Walden School, Berkeley, 1956 - 118 Summerhill : A Non-Anarchist Experiment 123 Anarchist Schools Versus Libertarian Education 128 Means and Ends in Education 130 Chapter Seven: Education for an Anarchist Society: Vocational Training and Political Visions 134 Part I Vocational Education: Theory and Practice 135 Integral Education 135 3 Integral Education and Fraternity 139 Winch and Pring: A Philosophical Perspective 141 Scarcity and the Circumstances of Justice 155 Part II The Moral and Political Content of Education 157 Removing State Control of Schools 157 Political Education for Social Change 159 Moral Education — The Missing Link 164 Chapter Eight: What's So Funny About Anarchism? 167 Liberal Neutrality, Education and the Liberal State 167 The Minimal State and Social Values 171 Revolutionary Tactics: Social Anarchism Versus Marxism 177 Goals and Visions 179 Utopianism and Philosophy of Education 182 Conclusion 191 Situating Anarchism: Insights and Implications 191 An Anarchist Philosophy of Education? 193 References 198 4 Acknowledgements I cannot possibly thank all those whose words and thoughts have accompanied me during my work on this thesis. Certain people, however, deserve mention. First and foremost, Patricia White, my supervisor, who has my deepest gratitude not just for the wisdom and sensitivity of her academic supervision, but also for her cheerful willingness to slip, apparently effortlessly, into the role of friend, therapist, cheer-leader, mentor and child-minder, as the situation demanded. Thanks are due also: To the students and faculty of the Philosophy Section at the Institute of Education, who could not have provided a more supportive environment in which to pursue this project, and whose remarks, humour, insights and arguments have often prompted significant developments in both my intellectual and emotional involvement in this work. To the Central Research Fund of the Universityof London, for a grant which enabled me to spend sevceral days in Amsterdam doing valuable reseach at the International Insitute of Social History. To the Philosophy of Education Society of Great Britain for a generous award which helped me to continue my work while .spending a year away from the Institute. To Colin Ward, who, in true anarchist spirit of mutual aid, has supplied me with an often overwhelming supply of anarchist literature and other resources, and whose enthusiasm for this project, at a stage when I was unsure of it myself was instrumental in getting it off the ground To my parents, for never doubting that I would get this thing finished, and to Hanan, for giving me the support, in more ways than one, that enabled me to finish it. Lastly, to my children, Lia and Yonatan. Without them, this work would certainly have been completed far sooner. Yet the intellectual and emotional context from which it grew and with which it continues to interact is, I have no doubt, far richer for their being a part of it. 5 Introduction `To declare for a doctrine so remote as anarchism at this stage of history', wrote Herbert Read in 1938, 'will be regarded by some critics as a sign of intellectual bankruptcy; by others as a sort of treason, a desertion of the democratic front at the most acute moment of its crisis; by still others as merely poetic nonsense....' (Read, 1938, in Read, 1974, p. 57). After witnessing the responses of friends and colleagues over the past few years on hearing the topic of my research, I must say I can sympathize with Read's sentiments. Why, then do I think anarchism is worth taking seriously? And why, particularly, do I think it has something to say to philosophers of education? Part of my motivation is the need to address what appears to be a gap in the literature. Although the anarchist position on education is, as I hope to establish, distinct and philosophically interesting, and although it has been expressed powerfully at various times throughout recent history, it is consistently absent from texts on philosophy of education — even amongst those authors who discuss 'radical' or 'progressive' educational theories. Indeed, one issue which I address in this thesis is the failure of many theorists to distinguish between libertarian education (Tree schools'), and anarchist educational projects and ideas. I hope to establish that the principles underlying the anarchist position make such projects significantly distinct from other approaches in radical education, and arguably more educationally defensible. Similarly, both academic texts and public perceptions often involve simplifications, distortions or misunderstandings of anarchism. The typical response of contemporary scholars to the anarchist idea — that it is 'utopian', 'impractical', or `over-optimistic regarding human nature' (see, for example, Wolff, 1996; Scruton, 1982) - needs to be scrutinized if one is to give anarchism serious consideration. To what extent are these charges justified? And what are the philosophical and political assumptions behind them? Indeed such charges themselves have, for me, raised fascinating questions about the nature and role of philosophy of education. In what sense are we bound by the political and social context within which we operate? To 6 what extent should we be bound by it, and what is our responsibility in this regard as philosophers? If philosophy is to reach beyond the conceptual reality of our present existence, how far can it go before it becomes 'utopian', and what does this mean? And if we do want to promote an alternative vision of human life, to what extent are we accountable for the practicality of this vision? Trying to answer these and other related questions is not only an intriguing intellectual task, but also an important part of the ongoing project to define the scope of philosophy of education and its relation to other disciplines. So while the focus of this work is an exploration of the philosophical issues involved in anarchist ideas of education, these broader questions form the back-drop to the discussion. The bulk of this work, however, consists in an attempt to piece together
Load more

Recommended publications
  • 1The Strengths and Limits of Philosophical Anarchism
    THE STRENGTHS AND LIMITS OF 1 PHILOSOPHICAL ANARCHISM THE BASIC DEFINITION of state legitimacy as the exclusive right to make, apply, and enforce laws is common, clearly visible in Max Weber and contemporary political philosophy and found less explicitly in the classical contract thinkers.1 A. John Simmons, drawing on Locke, writes that “A state’s (or government’s) legitimacy is the complex moral right it possesses to be the exclusive imposer of binding duties on its sub- jects, to have its subjects comply with these duties, and to use coercion to enforce the duties” (Simmons 2001, 130). Similar definitions—whether vis-à-vis legitimacy or authority—with slight alterations of terms and in conjunction with a series of other ideas and conditions (for example, “authoritativeness,” background criteria, the difference between force and violence) can be found in Robert Paul Wolff (1998, 4), Joseph Raz (2009), Richard Flathman (1980), Leslie Green (1988), David Copp (1999), Hannah Pitkin (1965, 1966), and others. The point is that the justification of state legitimacy and the (corresponding) obligation to obey involve, more often than not, making, applying, and enforcing laws: political power. Often left out of these discussions—with important exceptions—are the real practices of legitimate statehood, and perhaps for good reason. What philosophers who explore the question of legitimacy and authority are most often interested in—for a variety of reasons—is the relation of the individ- ual to the state, that is, whether and to what extent a citizen (or sometimes a noncitizen) has an obligation to obey the state. As Raz notes, part of the explanation for this is that contemporary philosophical interest in questions of political obligation emerged in response to political events in the 1960s (Raz 1981, 105).
    [Show full text]
  • Michaelcv2017.Pdf
    MARK A. MICHAEL Department of History and Philosophy Austin Peay State University Clarksville, TN 37044 Degrees: Ph.D., University at Albany, State University of New York, December 1987. Dissertation: "A Defense of Donald Davidson's Theory of Events." B.A., Houghton College, May 1976 (Philosophy, Religion). Areas of Specialization: Environmental Ethics, Ethical Theory, Social and Political Philosophy Areas Of Competence: History of Modern Philosophy, Metaphysics Positions: Austin Peay State University; Department of History and Philosophy, Assistant Professor Fall 1995-2000; Associate Professor, Fall 2000-2005; Professor Fall 2005-. University of Nevada, Las Vegas; Department of Philosophy, Lecturer, Fall 1990-Spring 1995. Rensselaer Polytechnic Institute; Department of Philosophy, Visiting Instructor, Fall 1987-Spring 1990. Siena College; Department of Philosophy, Adjunct Faculty, Fall 1989-Spring 1990. University at Albany, State University of New York; Department of Philosophy, Graduate Lecturer, Spring 1980-Spring 1983, Adjunct Faculty, Fall 1983-Spring 1990. Russell Sage College; Department of Philosophy, Adjunct Faculty, Fall 1986-Spring 1988. Junior College of Albany; Associate Degree Program for inmates in New York State Correctional Facilities, Fall 1981-Spring 1990. Books: Preserving Wildlife: An International Perspective (Amherst NY: Prometheus Press, 2000), ed. Articles: “Environmental Pragmatism, Community Values, and the Problem of Reprehensible Implications,” Environmental Ethics 38 (Fall 2016), 347-366. “The Problem with Methodological Pragmatism,” Environmental Ethics 34 (Summer 2012), 135- 157. “Utilitarianism, Obligation, and Significant Sacrifice,” in An Anthology of Philosophical Studies, Patricia Hanna, ed., (Athens, Greece: ATINER, 2008): 281-290. 2 "Is It Natural To Drive Species To Extinction?" Ethics and the Environment 10 (2005), 49-66. "What's In a Name? Pragmatism, Essentialism, and Environmental Ethics," Environmental Values 12 (2003): 361-379.
    [Show full text]
  • 2. Aristotle's Concept of the State
    Page No.13 2. Aristotle's concept of the state Olivera Z. Mijuskovic Full Member International Association of Greek Philosophy University of Athens, Greece ORCID iD: http://orcid.org/0000-0001-5950-7146 URL: http://worldphilosophynetwork.weebly.com E-Mail: [email protected] Abstract: In contrast to a little bit utopian standpoint offered by Plato in his teachings about the state or politeia where rulers aren`t “in love with power but in virtue”, Aristotle's teaching on the same subject seems very realistic and pragmatic. In his most important writing in this field called "Politics", Aristotle classified authority in the form of two main parts: the correct authority and moose authority. In this sense, correct forms of government are 1.basileus, 2.aristocracy and 3.politeia. These forms of government are based on the common good. Bad or moose forms of government are those that are based on the property of an individual or small governmental structures and they are: 1.tiranny, 2.oligarchy and 3.democracy. Also, Aristotle's political thinking is not separate from the ethical principles so he states that the government should be reflected in the true virtue that is "law" or the "golden mean". Keywords: Government; stat; , virtue; democracy; authority; politeia; golden mean. Vol. 4 No. 4 (2016) Issue- December ISSN 2347-6869 (E) & ISSN 2347-2146 (P) Aristotle's concept of the state by Olivera Z. Mijuskovic Page no. 13-20 Page No.14 Aristotle's concept of the state 1.1. Aristotle`s “Politics” Politics in its defined form becomes affirmed by the ancient Greek world.
    [Show full text]
  • Cultural and Economic Strategies of Modern China: in Search of the Cooperation Models Across the Global World
    Cultural and Economic Strategies of Modern China: In Search of the Cooperation Models across the Global World Denys Svyrydenko1 Doctor of Philosophical Sciences, Associate Professor, Guangdong University of Petrochemical Technology (Maoming, China) E-mail: [email protected] https://orcid.org/0000-0001-6126-1747 Oleksandr Stovpets2 Doctor of Philosophical Sciences (Dr. Hab. in Philosophy), Odesa National Maritime University (Odesa, Ukraine) E-mail: [email protected] https://orcid.org/0000-0001-8001-4223 Svyrydenko, Denys, and Oleksandr Stovpets (2020) Cultural and Economic Strategies of Modern China: In Search of the Cooperation Models across the Global World. Future Human Image, Volume 13, 102-112. https://doi.org/10.29202/fhi/13/11 The purpose of the article is a philosophical and anthropological study of the strategic models used by modern China in the cultural and economic fields. This study is based on the explication of the essential aspects of the so-called “Chinese dream”. The key areas of cultural and economic activity of modern China are analyzed from the philosophical and anthropological positions, which are of strategic importance on the way to changing the current world geopolitical paradigm. Understanding the conceptual foundations of the evolution of Sinic civilization (headed by China) would make international relations more predictable and promising. The individual works of sinologists, cultural historians, and representatives of philosophical thought were useful for this study, in methodological terms. The scientific novelty of the study is expressed in the proposal to look at the whole array of diverse cultural, economic, geopolitical strategies used by China from the perspective of a holistic approach.
    [Show full text]
  • An Interpretation of Kant's Political Philosophy in Light of His Critical-Regulative Method
    DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 11-2011 Politics, history, critique: An interpretation of Kant's political philosophy in light of his critical-regulative method. Dilek Huseyinzadegan DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Huseyinzadegan, Dilek, "Politics, history, critique: An interpretation of Kant's political philosophy in light of his critical-regulative method." (2011). College of Liberal Arts & Social Sciences Theses and Dissertations. 110. https://via.library.depaul.edu/etd/110 This Dissertation is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. POLITICS, HISTORY, CRITIQUE: AN INTERPRETATION OF KANT’S POLITICAL PHILOSOPHY IN LIGHT OF HIS CRITICAL-REGULATIVE METHOD A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy October 2011 By Dilek Huseyinzadegan Department of Philosophy College of Liberal Arts and Sciences DePaul University Chicago, Illinois Acknowledgements This dissertation would not have been possible without the help and support of many people. The Department of Philosophy at DePaul University provided a doctoral scholarship for eight years of graduate study. I thank the faculty for their help and support throughout this process, especially my dissertation director Avery Goldman, whose approach to Kant and his method inspired this project in the first place, my committee members Elizabeth Millàn, Kevin Thompson, and Rick Lee, whose graduate seminars gave rise to numerous fruitful discussions on German Idealism and Romanticism, history and politics, and critical theory.
    [Show full text]
  • Markets Not Capitalism Explores the Gap Between Radically Freed Markets and the Capitalist-Controlled Markets That Prevail Today
    individualist anarchism against bosses, inequality, corporate power, and structural poverty Edited by Gary Chartier & Charles W. Johnson Individualist anarchists believe in mutual exchange, not economic privilege. They believe in freed markets, not capitalism. They defend a distinctive response to the challenges of ending global capitalism and achieving social justice: eliminate the political privileges that prop up capitalists. Massive concentrations of wealth, rigid economic hierarchies, and unsustainable modes of production are not the results of the market form, but of markets deformed and rigged by a network of state-secured controls and privileges to the business class. Markets Not Capitalism explores the gap between radically freed markets and the capitalist-controlled markets that prevail today. It explains how liberating market exchange from state capitalist privilege can abolish structural poverty, help working people take control over the conditions of their labor, and redistribute wealth and social power. Featuring discussions of socialism, capitalism, markets, ownership, labor struggle, grassroots privatization, intellectual property, health care, racism, sexism, and environmental issues, this unique collection brings together classic essays by Cleyre, and such contemporary innovators as Kevin Carson and Roderick Long. It introduces an eye-opening approach to radical social thought, rooted equally in libertarian socialism and market anarchism. “We on the left need a good shake to get us thinking, and these arguments for market anarchism do the job in lively and thoughtful fashion.” – Alexander Cockburn, editor and publisher, Counterpunch “Anarchy is not chaos; nor is it violence. This rich and provocative gathering of essays by anarchists past and present imagines society unburdened by state, markets un-warped by capitalism.
    [Show full text]
  • Burn It Down! Anarchism, Activism, and the Vancouver Five, 1967–1985
    Burn it Down! Anarchism, Activism, and the Vancouver Five, 1967–1985 by Eryk Martin M.A., University of Victoria, 2008 B.A. (Hons.), University of Victoria, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of History Faculty of Arts and Social Sciences © Eryk Martin 2016 SIMON FRASER UNIVERSITY Spring 2016 Approval Name: Eryk Martin Degree: Doctor of Philosophy (History) Title: Burn it Down! Anarchism, Activism, and the Vancouver Five, 1967–1985 Examining Committee: Chair: Dimitris Krallis Associate Professor Mark Leier Senior Supervisor Professor Karen Ferguson Supervisor Professor Roxanne Panchasi Supervisor Associate Professor Lara Campbell Internal Examiner Professor Gender, Sexuality, and Women’s Studies Joan Sangster External Examiner Professor Gender and Women’s Studies Trent University Date Defended/Approved: January 15, 2016 ii Ethics Statement iii Abstract This dissertation investigates the experiences of five Canadian anarchists commonly knoWn as the Vancouver Five, Who came together in the early 1980s to destroy a BC Hydro power station in Qualicum Beach, bomb a Toronto factory that Was building parts for American cruise missiles, and assist in the firebombing of pornography stores in Vancouver. It uses these events in order to analyze the development and transformation of anarchist activism between 1967 and 1985. Focusing closely on anarchist ideas, tactics, and political projects, it explores the resurgence of anarchism as a vibrant form of leftWing activism in the late tWentieth century. In addressing the ideological basis and contested cultural meanings of armed struggle, it uncovers Why and how the Vancouver Five transformed themselves into an underground, clandestine force.
    [Show full text]
  • Anarchist Cybernetics Control and Communication in Radical Left Social Movements
    ANARCHIST CYBERNETICS CONTROL AND COMMUNICATION IN RADICAL LEFT SOCIAL MOVEMENTS Thesis submitted for the degree of Doctor of Philosophy at the University of Leicester by Thomas Swann MA (University of Glasgow), MA (Radboud University Nijmegen) School of Management University of Leicester September 2015 Thesis Abstract Anarchist Cybernetics Control and Communication in Radical Left Social Movements by Thomas Swann This thesis develops the concept of anarchist cybernetics in an attempt to elaborate an understanding of the participatory and democratic forms of organisation that have characterised radical left-wing social movements in recent years. Bringing together Stafford Beer’s organisational cybernetics and the organisational approaches of both classical and contemporary anarchism, an argument is made for the value of an anarchist cybernetic perspective that goes beyond the managerialism cybernetics has long been associated with. Drawing on theoretical reflection and an empirical strategy of participatory political philosophy, the thesis examines contemporary social movement organisational practices through two lenses: control and communication. Articulating control as self-organisation, in line with cybernetic thought, an argument is made for finding a balance between, on the one hand, strategic identity and cohesion and, on the other, tactical autonomy. While anarchist and radical left activism often privileges individual autonomy, it is suggested here that too much autonomy or tactical flexibility can be as damaging to a social movement organisation as over-centralisation. Turning to communication, the thesis looks at social media, the focus of another kind of hype in recent activism, and identifies both the potentials and the problems of using social media platforms in anarchist and radical left organisation.
    [Show full text]
  • Black Flag White Masks: Anti-Racism and Anarchist Historiography
    Black Flag White Masks: Anti-Racism and Anarchist Historiography Süreyyya Evren1 Abstract Dominant histories of anarchism rely on a historical framework that ill fits anarchism. Mainstream anarchist historiography is not only blind to non-Western elements of historical anarchism, it also misses the very nature of fin de siècle world radicalism and the contexts in which activists and movements flourished. Instead of being interested in the network of (anarchist) radicalism (worldwide), political historiography has built a linear narrative which begins from a particular geographical and cultural framework, driven by the great ideas of a few father figures and marked by decisive moments that subsequently frame the historical compart- mentalization of the past. Today, colonialism/anti-colonialism and imperialism/anti-imperialism both hold a secondary place in contemporary anarchist studies. This is strange considering the importance of these issues in world political history. And the neglect allows us to speculate on the ways in which the priorities might change if Eurocentric anarchist histories were challenged. This piece aims to discuss Eurocentrism imposed upon the anarchist past in the form of histories of anarchism. What would be the consequences of one such attempt, and how can we reimagine the anarchist past after such a critique? Introduction Black Flag White Masks refers to the famous Frantz Fanon book, Black Skin White Masks, a classic in anti-colonial studies, and it also refers to hidden racial issues in the history of the black flag (i.e., anarchism). Could there be hidden ethnic hierarchies in the main logic of anarchism's histories? The huge difference between the anarchist past and the histories of anarchism creates the gap here.
    [Show full text]
  • Haymarket Riot (Chicago: Alexander J
    NATIONAL HISTORIC LANDMARK NOMINATION NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 HAYMARKET MARTYRS1 MONUMENT Page 1 United States Department of the Interior, National Park Service______________________________________________National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: Haymarket Martyrs' Monument Other Name/Site Number: 2. LOCATION Street & Number: 863 South Des Plaines Avenue Not for publication: City/Town: Forest Park Vicinity: State: IL County: Cook Code: 031 Zip Code: 60130 3. CLASSIFICATION Ownership of Property Category of Property Private: X Building(s): Public-Local: _ District: Public-State: _ Site: Public-Federal: Structure: Object: Number of Resources within Property Contributing Noncontributing ___ buildings ___ sites ___ structures 1 ___ objects 1 Total Number of Contributing Resources Previously Listed in the National Register:_Q_ Name of Related Multiple Property Listing: Designated a NATIONAL HISTrjPT LANDMARK on by the Secreury 01 j^ tai-M NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 HAYMARKET MARTYRS' MONUMENT Page 2 United States Department of the Interior, National_P_ark Service___________________________________National Register of Historic Places Registration Form 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this __ nomination __ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property __ meets __ does not meet the National Register Criteria.
    [Show full text]
  • Anarchist Economics
    Anarchist Economics The Economics of the Spanish Libertarian Collectives 1936-39 Anarchist Spain has a particular historic significance for the world anarchist movement. The extent and breadth of publications on the Spanish Economics Civil War and the Revolution of 1936-9 is ever expanding. Nevertheless, little has been written on the economics of that rev- olution, in which hundreds of collectives were established by the revolutionary working class in city and country, acting on inspira- An Alternative for tion from the National Confederation of Labour (CNT), the anarcho- syndicalist union. a World in Crisis In this pamphlet the author examines the adoption of the ideas of the C.N.T. and looks at some of the anarchist collectives created in 1936. He assesses the success of these experiments which con- stituted a way of life for thousands of people for up to three years, and draws conclusions on the day to day improvements that were produced. The collectives, as well as being a tribute to the tenacity and clar- ity of the ideas of the anarchist movement, can also be taken as another confirmation that anarchist ideas are often taken up by non-revolutionary workers in times of upheaval and with the prospect of a more egalitarian society. Now, just as in 1936, these ideas are essential if we are to rid ourselves of capitalism and cre- ate a truly free society. za la B a o b o k a s Z “ K “ n ! o e w e l r ed F ge be is the Key to Post: Postnet Suite 47, Private Bag X1, Fordsburg, South Africa, 2033 E-Mail: [email protected] Abraham Guillen Website: www.zabalaza.net Anarchist Economics M Page 20 M Appendix 2: Ten Points of Self-Management 1.
    [Show full text]
  • Mutualism As Market Practice: an Examination of Market Performativity in the Context of Anarchism and Its Implications for Post-Capitalist Politics
    Mutualism as market practice: An examination of market performativity in the context of anarchism and its implications for post-capitalist politics Lloveras, J., Warnaby, G. & Quinn, L. Author post-print (accepted) deposited by Coventry University’s Repository Original citation & hyperlink: Lloveras, J, Warnaby, G & Quinn, L 2019, 'Mutualism as market practice: An examination of market performativity in the context of anarchism and its implications for post-capitalist politics' Marketing Theory, vol. (In-Press), pp. (In-Press). https://dx.doi.org/10.1177/1470593119885172 DOI 10.1177/1470593119885172 ISSN 1470-5931 ESSN 1741-301X Publisher: SAGE Publications Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. This document is the author’s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it. Mutualism as market practice: An examination of market performativity in the context of anarchism and its implications for post-capitalist politics Javier Lloveras (Faculty of Business and Law, Manchester Metropolitan University, UK) Gary Warnaby (Faculty of Business and Law, Manchester Metropolitan University, UK) Lee Quinn (Faculty Research Centre for Business in Society, Coventry University, UK) Javier Lloveras is a Senior Lecturer in Marketing and Consumer Behaviour based at the Manchester Metropolitan University Business School, where he is affiliated to the Business Transformations Research Center and the Institute of Place Management.
    [Show full text]