Randolph Bourne's Radical Cultural Idealism
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Randolph Bourne on Education
Randolph Bourne on education Item Type text; Thesis-Reproduction (electronic) Authors Horsman, Susan Alice, 1937- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 18:30:39 Link to Item http://hdl.handle.net/10150/317858 RANDOLPH BOURNE ON EDUCATION by Susam Horsmam A Thesis Submitted t© the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the.Requirements For the Degree of MASTER OF ARTS In the Graduate College THE. UNIVERSITY OF ARIZONA 19 6 5 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library0 Brief quotations from this, thesis are al lowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended.quotation from or re production of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below? . J. -
A Humble Protest a Literary Generation's Quest for The
A HUMBLE PROTEST A LITERARY GENERATION’S QUEST FOR THE HEROIC SELF, 1917 – 1930 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jason A. Powell, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Steven Conn, Adviser Professor Paula Baker Professor David Steigerwald _____________________ Adviser Professor George Cotkin History Graduate Program Copyright by Jason Powell 2008 ABSTRACT Through the life and works of novelist John Dos Passos this project reexamines the inter-war cultural phenomenon that we call the Lost Generation. The Great War had destroyed traditional models of heroism for twenties intellectuals such as Ernest Hemingway, Edmund Wilson, Malcolm Cowley, E. E. Cummings, Hart Crane, F. Scott Fitzgerald, and John Dos Passos, compelling them to create a new understanding of what I call the “heroic self.” Through a modernist, experience based, epistemology these writers deemed that the relationship between the heroic individual and the world consisted of a dialectical tension between irony and romance. The ironic interpretation, the view that the world is an antagonistic force out to suppress individual vitality, drove these intellectuals to adopt the Freudian conception of heroism as a revolt against social oppression. The Lost Generation rebelled against these pernicious forces which they believed existed in the forms of militarism, patriotism, progressivism, and absolutism. The -
150 Society, Education, and War: John Dewey and His
SOCIETY, EDUCATION, AND WAR: JOHN DEWEY AND HIS STUDENT RANDOLPH BOURNE David Snelgrove, University of Central Oklahoma Introduction for example, to be dogmatic, holding that “economic John Dewey and Randolph Bourne took different forces present an inevitable and systematic change or positions on World War One. Although conflicted, evolution, of which state and church, art and literature, Dewey saw the war as an opportunity to expand a more science and philosophy are by-products.”3 German American style democracy into some of the as yet idealistic philosophy reflects the historic evolution and undemocratic states in Europe. Randolph Bourne, a organization “as an organic instrument of the former student of Dewey, on the other hand, believed accomplishment of an Absolute Will and Law. .” that the consequences of war created problems that (MW8:199-200) Outside of Germany,” he continues, would prevent significant change. This paper is a the career of the German idealistic philosophy has description of this disagreement as a means of analyzing been mainly professional and literary. It has the positions of both Dewey and Bourne on the issue of exercised considerable upon the teaching of the war and, further, it is an investigation of similarities philosophy in France, England and this country. of the rhetoric surrounding the American entrance into Beyond professorial circles, its influence has been World War I and our current situation. This is then used considerable in theological directions. Without a to generate some questions concerning the role of the doubt, it has modulated for many persons the intellectuals in a time of war – preemptive or otherwise. -
Althusser After Althusser
REVIEWS Althusser after Althusser Louis Althusser, Philosophy of the Encounter: Later Writings, 1978–1987, ed. François Matheron and Olivier Corpet, trans. and introduced by G.M. Goshgarian, Verso, London and New York, 2006. 300 pp. £50.00 hb., £16.99 pb., 1 84467 069 4 hb., 1 84467 553 X pb. ʻI am looking, in the history of philosophy, for the Althusser most dramatically addresses the question elements that will enable us to account for what Marx of non-publication in reminding us of Marxʼs refusal thought and the form in which he thought itʼ, writes to publish the theoretically invaluable ʻCritique of Althusser in ʻPhilosophy and Marxismʼ. The statement the Gotha Programmeʼ at a crucial moment in the arguably describes his project as a whole, from For historical institution of Marxism. Meekly resisting his Marx onwards, in which he tracks down the ways in own status as a ʻMarxistʼ (when he could rather have which Marx avoids epistemological capture by Hege- deployed the ʻtheoretical-personage effectʼ emerg- lianism and political economy and breaks away into a ing around him), Marx, paradoxically for a critic of new science of history. But here it also refers specifi- political idealism, refused to intervene theoretically in cally to a more positive turn in his endeavours: the party political practice: the founding of the German articulation of a possible ʻmaterialism of the encounterʼ Social Democratic Party on completely misguided or ʻaleatory materialismʼ. ʻPhilosophy and Marxismʼ, a ʻcommunistʼ grounds. Maybe these texts by Althusser long interview, originally published in Mexico in 1988 – together with their associated correspondence – will (interestingly, aimed ʻexclusivelyʼ at a Latin American prove to be politically and theoretically invaluable in audience of students and political activists), is the most the future too. -
Socialism, Feminism and Men
Socialism, Feminism and Men Peter Middleton Feminism has been both welcomed and resisted by socialist they return to either a divided socialism pretending to an men in the past twenty years. As a critique of exploitation and imaginary unity, or an uneasy masquerade as feminists. Nei inequality, feminism has been easily recognisable to social ther is tenable. Men can and should support feminism, but ism. Women can be added on to its emancipatory project as they cannot be its subjects, representatives or policy makers. another oppressed class to be liberated. In practice this has How can we speak of a socialist politics in which gender often meant that feminist politics and socialist politics have was recognised to be involved with its every aspect, that managed an uneasy co-operation, a co-ordination that breaks would make it possible for men to take active roles, and that down when specific issues highlight the consequences in would remain socialist and pro-feminist? That, I want to priorities and strategies of their seemingly incompatible fun suggest, is one of the most pressing demands on the socialist damental analyses of contemporary society. Feminism has agenda, and one of the hardest to respond to in both theory and been resisted when these fundamental differences have be practice.2 In the remainder of this article I will discuss two come central to political strategy. The respective emphases on areas of especial conceptual difficulty: the questions of op the primacy of patriarchy or the relations of production have pression and of sexual difference. The confusion these have created a split between feminists and socialists. -
Democratic Citizenship in the Heart of Empire Dissertation Presented In
POLITICAL ECONOMY OF AMERICAN EDUCATION: Democratic Citizenship in the Heart of Empire Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University Thomas Michael Falk B.A., M.A. Graduate Program in Education The Ohio State University Summer, 2012 Committee Members: Bryan Warnick (Chair), Phil Smith, Ann Allen Copyright by Thomas Michael Falk 2012 ABSTRACT Chief among the goals of American education is the cultivation of democratic citizens. Contrary to State catechism delivered through our schools, America was not born a democracy; rather it emerged as a republic with a distinct bias against democracy. Nonetheless we inherit a great demotic heritage. Abolition, the labor struggle, women’s suffrage, and Civil Rights, for example, struck mighty blows against the established political and economic power of the State. State political economies, whether capitalist, socialist, or communist, each express characteristics of a slave society. All feature oppression, exploitation, starvation, and destitution as constitutive elements. In order to survive in our capitalist society, the average person must sell the contents of her life in exchange for a wage. Fundamentally, I challenge the equation of State schooling with public and/or democratic education. Our schools have not historically belonged to a democratic public. Rather, they have been created, funded, and managed by an elite class wielding local, state, and federal government as its executive arms. Schools are economic institutions, serving a division of labor in the reproduction of the larger economy. Rather than the school, our workplaces are the chief educational institutions of our lives. -
E. P. Thompson, 1924-1993
NEWS E. P. Thompson, 1924-1993 The great bustard has winged off, removing as he went one of the prime attractions of these shores, and one of the few remaining reasons for still proclaiming intellectual allegiance to them. Thompson liked to present himself as an earth-bound English creature incapable of much soaring. But he had enough of the lark in him to have died singing, as Blake is said to have done; and who knows but that he did in his own fashion, for he was of that spirit. Thompson's trust in 'experience' shared common roots with Blake's 'Auguries of Innocence'. He knew what the poet meant when he warned that 'He who shall teach the Child to Doubt, The rotting Grave shall neer get out' , and he has escaped that rot, and will live with us now as one of the most inspirational voices of English culture. Thompson has been rightly acclaimed the great est English historian of the post-war period, and his stature as a peace activist aptly compared to that of Bertrand Russell. But as a polemicist and radical visionary, he may be ranked in a canon which transcends our own century. Thompson was not simply a rill, to invoke Coleridge' s metaphor, flowing with a perforation in the tanks ofBlake, and Morris, Swift and Cobbett. He was himself a fountain comparable to theirs. But perhaps the watery image is not the most appropriate. In many respects he was more like a power house; and although illness had already reduced some of the force before he died, now that he has been finally extinguished, one feels the cut in energy The other great family influence was exerted posthumously by his all the more acutely. -
'Resistance,' 'Cultural Radicalism,' and 'Self-Formation'
Popular Culture, ‘Resistance,’ ‘Cultural Radicalism,’ and ‘Self-Formation’ Comments on the Development of a Theory Kaspar Maase 1. PRELIMINARY COMMENTS This article follows up on the debate over the resistance potential of popular culture. The first part traces the historical constellation of ideas in which the question arose and remains to this day. The second part attempts to systematize different dimensions of ‘resistance.’ The third part examines the development and criticism of this approach in the field of Cultural Studies. This leads to the fourth part, which investigates the role “cultural radicalism” (Fluck, “Die Wissenschaft” 115) has played in this discussion. The fifth part introduces the concept of self-formation. The sixth discusses the ways in which the political relevance of popular culture has been evaluated, and how the ‘resistance’ approach can be further developed. ‘Resistance’ in a specific sense, namely that established in British Cultural Studies, forms the point of reference, framing the topic of this article in three ways. Firstly, the analysis will take place within the supposed context of a clash of interests between ‘the people’ and ‘the power bloc’; secondly, it will focus on the cultural dimension; and thirdly, it will investigate the cultural exercise of power and oppositional practices from the perspective of ‘the people’ with the intention of facilitating their empowerment. The thoughts of political and academic actors as to what exactly constitutes ‘resistance’ are as varied and contradictory as the concerns articulated by ‘the people.’ Nonetheless, there is a widespread expectation that research from the perspective of ‘the people’ has to promote 46 Kaspar Maase oppositional feelings, thoughts, and actions. -
The Oxford Handbook of Philosophy of Social Science
c hapter 16 MODELS OF CULTURE Mark Risjord 16.1. Introduction Th e concept of culture is one of anthropology’s most signifi cant contributions to contemporary thought. What might be now called a “classical” conception of cul- ture developed in the mid-twentieth century. It treated cultures as homogeneous and systematic entities, something shared by individuals within a given social group. Descriptions of culture were thought to be abstracted from individual ac- tions, and appeal to culture was taken as explanatory, both of patterns of action within social groups and of diff erences among groups. Th e culture concept infl u- enced philosophers of language who relied on the idea that linguistic communities have relatively clear boundaries. Philosophical work on language and meaning, in turn, infl uenced both the anthropologists who developed the classical conception and their critics. Contemporary anthropological models of culture continue to be infl uenced by, and have deep relevance for, philosophical understanding of language, thought, and human nature. While the anthropological concept of culture is little more than one hun- dred years old, there have been many ways of conceptualizing it. In a famous survey, Alfred Kroeber and Clyde Kluckhohn ([1952] 1963 ) identifi ed 164 defi ni- tions of culture. At the risk of losing some of the texture of anthropological thought, this chapter will sort these defi nitions into a much smaller number of models. Th e earliest models treated cultures as collections of traits: a grab bag of ideas, material objects, habits, and texts. By the middle of the twentieth century, one of the dominant models came to emphasize norms, values, and beliefs as the central elements of culture, and this semiotic model is probably the notion most familiar to nonanthropologists. -
The Sixties Counterculture and Public Space, 1964--1967
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2003 "Everybody get together": The sixties counterculture and public space, 1964--1967 Jill Katherine Silos University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Silos, Jill Katherine, ""Everybody get together": The sixties counterculture and public space, 1964--1967" (2003). Doctoral Dissertations. 170. https://scholars.unh.edu/dissertation/170 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Consumer Behaviour During Crises
Journal of Risk and Financial Management Article Consumer Behaviour during Crises: Preliminary Research on How Coronavirus Has Manifested Consumer Panic Buying, Herd Mentality, Changing Discretionary Spending and the Role of the Media in Influencing Behaviour Mary Loxton 1, Robert Truskett 1, Brigitte Scarf 1, Laura Sindone 1, George Baldry 1 and Yinong Zhao 2,* 1 Discipline of International Business, University of Sydney, Sydney, NSW 2006, Australia; [email protected] (M.L.); [email protected] (R.T.); [email protected] (B.S.); [email protected] (L.S.); [email protected] (G.B.) 2 School of Economics, Fudan University, Shanghai 200433, China * Correspondence: [email protected] Received: 24 June 2020; Accepted: 19 July 2020; Published: 30 July 2020 Abstract: The novel coronavirus (COVID-19) pandemic spread globally from its outbreak in China in early 2020, negatively affecting economies and industries on a global scale. In line with historic crises and shock events including the 2002-04 SARS outbreak, the 2011 Christchurch earthquake and 2017 Hurricane Irma, COVID-19 has significantly impacted global economic conditions, causing significant economic downturns, company and industry failures, and increased unemployment. To understand how conditions created by the pandemic to date compare to the aforementioned shock events, we conducted a thorough literature review focusing on the presentation of panic buying and herd mentality behaviours, changes to discretionary consumer spending as defined by Maslow’s Hierarchy of Needs, and the impact of global media on these behaviours. The methodology utilised to analyse panic buying, herd mentality and altered patterns of consumer discretionary spending (according to Maslow’s theory) involved an analysis of consumer spending data, largely focused on Australian and American markets. -
Philosophy Emerging from Culture
Cultural Heritage and Contemporary Change Series I. Culture and Values, Volume 42 General Editor: George F. McLean Associate General Editor: William Sweet Philosophy Emerging from Culture Edited by William Sweet George F. McLean Oliva Blanchette Wonbin Park The Council for Research in Values and Philosophy Copyright © 2013 by The Council for Research in Values and Philosophy Box 261 Cardinal Station Washington, D.C. 20064 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Philosophy emerging from culture / edited by William Sweet, George F. McLean, Oliva Blanchette. -- 1st [edition]. pages cm. -- (Cultural heritage and contemporary change. Series I, Culture and values ; Volume 42) 1. Philosophy and civilization. 2. Philosophy. 3. Culture. I. Sweet, William, editor of compilation. B59.P57 2013 2013015164 100--dc23 CIP ISBN 978-1-56518-285-1 (pbk.) TABLE OF CONTENTS Introduction: Philosophy Emerging From Culture 1 William Sweet and George F. McLean Part I: The Dynamics of Change Chapter I. What Remains of Modernity? Philosophy and 25 Culture in the Transition to a Global Era William Sweet Chapter II. Principles of Western Bioethics and 43 the HIV/AIDS Epidemic in Africa Workineh Kelbessa Chapter III. Rationality in Islamic Peripatetic and 71 Enlightenment Philosophies Sayyed Hassan Houssaini Chapter IV. Theanthropy and Culture According to Karol Wojtyla 87 Andrew N. Woznicki Chapter V. Al-Fārābī’s Approach to Aristotle’s Eudaimonia 99 Mostafa Younesie Part II: The Nature of Culture and its Potential as a Philosophical Source Chapter VI. A Realistic Interpretation of Culture 121 Jeu-Jenq Yuann Chapter VII. Rehabilitating Value: Questions of 145 Meaning and Adequacy Karim Crow Chapter VIII.