Thoroughly Under the Skin Patrick Pride Rhode Island College
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Terry Eagleton, "Introduction : What Is Literature?" If There Is Such a Thing
Terry Eagleton, "Introduction : What is Literature?" If there is such a thing as literary theory, then it would seem obvious that there is something called literature which it is the theory of. We can begin, then, by raising the question: what is literature? There have been various attempts to define literature. You can define it, for example, as 'imaginative' writing in the sense of fiction -writing which is not literally true. But even the briefest reflection on what people commonly include under the heading of literature suggests that this will not do. Seventeenth- century English literature includes Shakespeare, Webster , Marvell and Milton; but it also stretches to the essays of Francis Bacon, the sermons of John Donne, Bunyan's spiritual autobiography and whatever it was that Sir Thomas Browne wrote. It might even at a pinch be taken to encompass Hobbes's Leviathan or Clarendon's History of the Rebellion. French seventeenth- century literature contains, along with Comeille and Racine, La Rochefoucauld's maxims, Bossuet's funeral speeches, Boileau's treatise on poetry, Madame de Sevigne's letters to her daughter and the philosophy of Descartes and Pascal. Nineteenth-century English literature usually includes Lamb (though not Bentham), Macaulay (but not Marx), Mill (but not Darwin or Herbert Spencer). A distinction between 'fact' and 'fiction'; then, seems unlikely to get us very far, not least because the distinction itself is often a questionable one. It has been argued, for instance, that our own opposition between 'historical' and 'artistic' truth does not apply at all to the early Icelandic sagas. l In the English late sixteenth and early seventeenth centuries, the word 'novel' seems to have been used about both true and fictional events, and even news reports were hardly to be considered factual. -
"A Community of Shared Future for Mankind" from the Perspective of the Manifesto of the Communist Party
Advances in Economics, Business and Management Research (AEBMR), volume 62 International Academic Conference on Frontiers in Social Sciences and Management Innovation (IAFSM 2018) Viewing the World Significance of the Thought of "A Community of Shared Future for Mankind" from the Perspective of the Manifesto of the Communist Party HU Haining,JIANG Ting,SHI Lei College of Marxism,Xi 'an university of science and technology,P.R.China [email protected] Abstract: From the view of safeguarding the common interests of mankind, coordinating the inherent contradictions of the development of human society and paying attention to the living circumstances of modern individuals, "a community of shared future for mankind" and "community of freeman" have common theoretical points . From the perspective of theoretical origin, the thought of "a community of shared future for mankind" covers three aspects: the basic principles of Marxism, the excellent Chinese traditional culture and China's foreign policy and practice. At the same time, this thought provides China's solution, China's value and China's thinking for solving the problem of world modernity. This thought is important parts of Xi Jinping thought on socialism with Chinese characteristics in new era, and have profound world significance in contemporary times. Key words: a community of shared future for mankind, community of freeman,world significance 1. Instruction In recent years, the thought of "a community of shared future for mankind" has attracted the attention of the western scholars. On the whole, due to the strong realism tradition and the revival of realistic politics in recent years, Some western scholars can fully understand the thought of human destiny community, and have carried out more three-dimensional and rich research from specific strategy, path, objective environment, ideological source and so on. -
SOCIOLOGY 9191A Social Science in the Marxian Tradition Fall 2020
SOCIOLOGY 9191A Social Science in the Marxian Tradition Fall 2020 DRAFT Class times and location Wednesday 10:30am -12:30pm Virtual synchronous Instructor: David Calnitsky Office Hours by appointment Department of Sociology Office: SSC 5402 Email: [email protected] Technical Requirements: Stable internet connection Laptop or computer Working microphone Working webcam “The philosophers have only interpreted the world, in various ways. The point, however, is to change it.” – Karl Marx That is the point, it’s true—but not in this course. This quote, indirectly, hints at a deep tension in Marxism. If we want to change the world we need to understand it. But the desire to change something can infect our understanding of it. This is a pervasive dynamic in the history of Marxism and the first step is to admit there is a problem. This means acknowledging the presence of wishful thinking, without letting it induce paralysis. On the other hand, if there are pitfalls in being upfront in your desire to change the world there are also virtues. The normative 1 goal of social change helps to avoid common trappings of academia, in particular, the laser focus on irrelevant questions. Plus, in having a set of value commitments, stated clearly, you avoid the false pretense that values don’t enter in the backdoor in social science, which they often do if you’re paying attention. With this caveat in place, Marxian social science really does have a lot to offer in understanding the world and that’s what we’ll analyze in this course. The goal is to look at the different hypotheses that broadly emerge out of the Marxian tradition and see the extent to which they can be supported both theoretically and empirically. -
Sociology of Culture Comprehensive Exam Reading List January 2021
Sociology of Culture Comprehensive Exam Reading List January 2021 TOTAL UNITS: 172 This list is organized into sections the reflect our understanding of the sociology of culture, in terms of its major features, emphases, and divides. The sections also overlap conceptually, because the sections’ themes are big and complicated. We recognize this issue. If an exam question asks you to pull from a specific section, interpret that question to allow you refer to readings that are in other sections, so long as you can make a case for their relevance to your answer. I. Classical Perspectives on Culture [16 units] Adorno, Theodor W. and Max Horkheimer. 2000. “The Culture Industry: Enlightenment as Mass Deception.” Pp. 3-19 in The Consumer Society Reader, edited by Juliet Schor and Douglas B. Holt. NY: The New Press. [1] [Note: Excerpt also available in The Cultural Studies Reader. Ed. S. During] Berger, Peter L. and Thomas Luckmann. [1966] 1991. The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Penguin. Pp. 34-61. [1] Du Bois, W. E. B. 2007 (1903). The Souls of Black Folk. Edited with an Introduction and Notes by Brent Hayes Edwards. New York: Oxford University Press. Chapter 1 (“Of Our Spiritual Strivings”), Pp. 7-14. [1] Durkheim, Emile. [1915] 1995. The Elementary Forms of the Religious Life. Translated by Karen E. Fields. New York: Free Press. See especially: “Introduction,” pp. 1 - 18; “Origins of These Beliefs (Conclusion),” pp. 207-241; “The Negative Cult and Its Functions: the Ascetic Rites,” pp. 303-329; and “Conclusion,” pp. -
Reconstructing Structural Marxism
REVIEWS Reconstructing Structural Marxism Ted Benton, The Rise and Fall of Structural Marxism; The charge of Stalinism, together with the current Althusser and his Influence, Macmillan, London, 1984, state of disarray amongst Althusserians, provides 259pp lI8.00 hc, 1.6.95 pb Benton with one of the two major reasons for writing Rise and Fall; namely to defend Structural Marxism Benton's book has many facets: it is an introductory against post-structuralist and other critics (the other text, a re-evaluation and reconstruction of Structural reason being the need for an introductory text in the Marxism, an argument for theoretical progress lying area). One way in which .8enton accomplishes this def through the synthesis of Structural Marxism with do ence is by laying bare Structural Marxism'S sociological mains such as the ecological, biological and psycho complexi ty. This completely appears as the obverse side logical. Of immediate political relevance is its claim of the process of displacement,· as decentr ing, of human that theorisation of socialist strategy requires a recog agency by the Althusserian paradigm. The stratagem of nition by the Marxist tradition of non class-based decentring, an anti-reificatory device, denies that the emancipatory social movements. AU these strands are individual agent is onto logically prior to social. struc brought together in the major objective of the book - a tures, events and processes. This refutation of the critical defence of Structural Marxism. 'social substantiality' of the individual subject is the Rise and Fall is divided into three thematic parts. basis of Althusser's anti-humanism. The first centres on questions of epistemology as they surface in Structural Marxism: the science-ideology dis Sociological complexity tinction, the epistemological break, the concept of a problematic, Marxism and philosophy. -
The Sociology of Literature : Georg Lukács
KENNETH O'BRIEN B.A. (Honours) Social Sciences, University of Leicester, England, 1968. A THESIS SUBKITTED IN PAFtTIAL FULFILMENT OF THE REQUIREEl?f;;NTSFOR THE DEGREE OF MASTER OF ARTS in the Department Political Science, Sociology and Anthropology @ KENNETH OVBRIEN 1969 SIMON FRASER UNIVERSITY Novenber, 1969 EXAMINING COMMITTEE APPROVAL DAVID BETTI SON Senior Supervisor JOHN MILLS Examining Committee JERALD ZASLOVE Examining Comit tee iii ABSTRACT ~ukscslwritings on the sociology of literature are presented and examined; and his theory that there is a direct relation between the "dialectic movement of history and the great genres of literature which portray the totality of history.n This definition of the literary process is acce~ted as an hypothesis. &The sociology of literature in North America and Europe is examined in the context of Lukbcsr ideas. It is concluded that the positivism of North American sociology of literature ignores the historical specificity of contemporary literary forms. Part of the explanation for the perspective of Kenneth Burke and Hugh Duncan is shown to derive from partial elements of the epistemology of the Classical Greeks and Hegelianism. Similarly Luk;csr philosophy of literary criticism are shown to be modifications on a rigidly Marxist econoniic determinism as well as Hegelian idealism. ~ukgcs'concept of literary realism -- in contemporary society as those forms of the novel which portray the specific problems of individuals and classes and the resolution of social contradictions within the "totality of the movement of historyn-- is examined in relation to the pracesses of capitalist development in Europe. It is zrgued that literature provides more than nextensions of social realityv, as Burke and Duncan imply. -
Educational Philosophy: from Classical Marxism to Critical Pedagogy
Marxian Perspectives on Educational Philosophy: From Classical Marxism to Critical Pedagogy By Douglas Kellner (http://www.gseis.ucla.edu/faculty/kellner/) It is surely not difficult to see that our time is a time of birth and transition to a new period. The spirit has broken with what was hitherto the world of its existence and imagination and is about to submerge all this in the past; it is at work giving itself a new form. To be sure, the spirit is never at rest but always engaged in ever progressing motion.... the spirit that educates itself matures slowly and quietly toward the new form, dissolving one particle of the edifice of its previous world after the other,.... This gradual crumbling... is interrupted by the break of day that, like lightning, all at once reveals the edifice of the new world. Hegel 1965 [1807]: 380. The theory associated with Marxism was developed in mid-19th century Europe by Karl Marx and Friedrich Engels. Although Marx and Engels did not write widely about education, they developed theoretical perspectives on modern societies that have been used to highlight the social functions of education and their concepts and methods have served to both theorize and criticize education in the reproduction of capitalist societies, and to support projects of alternative education. In this study, I will first briefly sketch the classical perspectives of Marx and Engels, highlighting the place of education in their work. Then, I lay out the way that Marxian perspectives on education were developed in the Frankfurt School critical theory, British cultural studies, and other neo- Marxian and post-Marxian approaches grouped under the label of critical pedagogy, that emerged from the work of Paulo Freire and is now global in scope. -
REVISITED Capitalism, Higher Education and Ecological Crisis
REPRODUCTION REVISITED Capitalism, Higher Education and Ecological Crisis TONI RUUSKA REPRODUCTION REVISITED Published by MayflyBooks. Available in paperback and free online at www.mayflybooks.org in 2019. © Toni Ruuska 2019 Cover photo and design by Risto Musta ISBN: 978-1-906948-42-9 (Print) 978-1-906948-43-6 (PDF) 978-1-906948-44-3 (ebook) This work is licensed under the Creative Commons Attribution-Non commercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0). To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. REPRODUCTION REVISITED Capitalism, Higher Education and Ecological Crisis TONI RUUSKA may f l y www.mayflybooks.org iv CONTENTS 1. INTRODUCTION……………………………………………1 2. MARX AND MARXISM…………………………………14 Philosophy, ecology, education 3. CAPITALISM AND FINITE PLANET………………… 56 The Absolute Contradiction 4. REPRODUCTION OF CAPITALISM…………………115 5. CAPITALISM, HIGHER EDUCATION………………156 AND ECOLOGICAL CRISIS 6. HIGHER EDUCATION AS A FACTORY……………180 OF COMPETITIVENESS AND INNOVATIONS The Finnish Context 7. REPRODUCTION REVISITED…………………………240 Conclusions 8. REFERENCES……………………………………………256 v vi 1 INTRODUCTION t is warmer now. The climate is changing. Somewhere rains Iare heavier, somewhere they are non-existent. Storms are more intense. The weather is unstable. Recurring heat waves and floods torment the livelihoods of humans and other earthly beings. Ice melts, and ocean levels are on the rise, as are ocean temperatures. Worse still, climate change is only one part of the ongoing ecological crisis (see e.g. Steffen et al., 2015), although perhaps the most critical part of it together with biodiversity loss. This crisis, for one, is human-induced. -
Poststructuralism As Theory and Practice in the English Classroom
ED387794 1995-00-00 Poststructuralism as Theory and Practice in the English Classroom. ERIC Digest. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Poststructuralism as Theory and Practice in the English Classroom. ERIC Digest................................................................... 1 WHAT IS POSTSTRUCTURALISM?........................................2 HOW HAS POSTSTRUCTURALISM AS A THEORY AFFECTED ENGLISH................................................................... 4 HOW HAS POSTSTRUCTURALISM AFFECTED THE TEACHING OF WRITING?..................................................................4 REFERENCES.................................................................. 5 ERIC Identifier: ED387794 Publication Date: 1995-00-00 Author: Bush, Harold K., Jr. Source: ERIC Clearinghouse on Reading English and Communication Bloomington IN. Poststructuralism as Theory and Practice in the English Classroom. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC ED387794 1995-00-00 Poststructuralism as Theory and Practice in the English Page 1 of 6 Classroom. ERIC Digest. www.eric.ed.gov ERIC Custom Transformations Team WHEN DID POSTSTRUCTURALISM "BEGIN?" In the late 1960s, just as structuralism was reaching its apex as an influential theory of language, along came a new wave of philosophers intent on subjecting -
Towards a Unified Theory Analysing Workplace Ideologies: Marxism And
Marxism and Racial Oppression: Towards a Unified Theory Charles Post (City University of New York) Half a century ago, the revival of the womens movementsecond wave feminismforced the revolutionary left and Marxist theory to revisit the Womens Question. As historical materialists in the 1960s and 1970s grappled with the relationship between capitalism, class and gender, two fundamental positions emerged. The dominant response was dual systems theory. Beginning with the historically correct observation that male domination predates the emergence of the capitalist mode of production, these theorists argued that contemporary gender oppression could only be comprehended as the result of the interaction of two separate systemsa patriarchal system of gender domination and the capitalist mode of production. The alternative approach emerged from the debates on domestic labor and the predominantly privatized character of the social reproduction of labor-power under capitalism. In 1979, Lise Vogel synthesized an alternative unitary approach that rooted gender oppression in the tensions between the increasingly socialized character of (most) commodity production and the essentially privatized character of the social reproduction of labor-power. Today, dual-systems theory has morphed into intersectionality where distinct systems of class, gender, sexuality and race interact to shape oppression, exploitation and identity. This paper attempts to begin the construction of an outline of a unified theory of race and capitalism. The paper begins by critically examining two Marxian approaches. On one side are those like Ellen Meiksins Wood who argued that capitalism is essentially color-blind and can reproduce itself without racial or gender oppression. On the other are those like David Roediger and Elizabeth Esch who argue that only an intersectional analysis can allow historical materialists to grasp the relationship of capitalism and racial oppression. -
The Dewey-Trotsky Encounter in Politics and Praxis by Kevin S
In London Street: The Dewey-Trotsky Encounter in Politics and Praxis by Kevin S. Decker In London Street: The Dewey-Trotsky Encounter in Politics and Praxis by Kevin S. Decker English Abstract No one who has looked closely can fail to see a remarkable congruency between the synthesis of ideas that represents the culmination of classical pragmatism, on the one hand, and Marx’s early humanist program on the other. Despite this ground for potential commensurability, Trotsky and Dewey, while historical near-contemporaries, were fundamentally polar opposites; their contributions to “Their Morals and Ours,” Dewey and Trotsky found themselves on opposing theoretical positions with regard to the idea that, as one student of socialism claims, “as certainty about the future dissipates, ethics becomes necessary.” Despite the fact that one philosophized about civil society while the other acted in lieu of an established civil society, Dewey and Trotsky both recognized valid reasons for the crisis of public authority in Western liberalism. I argue that what unites the politics of Dewey with the early Marx, a view of praxis that demonstrates human intelligence as crystallized in social and technical practices, is precisely what Trotsky (and other Bolshevik leaders) abandoned in an effort to impose an over-intellectualized ideological framework on Russian society and culture. From this perspective, the Bolshevik experiment was bound to fail. The reasons for this entail lessons for how to address the “democratic deficit” in Western politics in general today. Resumen en español Nadie que haya mirado de cerca se puede dejar de ver una congruencia notable entre la síntesis de las ideas que representa la culminación del pragmatismo clásico, por un lado, y pronto programa humanista de Marx sobre el otro. -
Gender Ideology: an Analysis of Its Disputed Meanings 1
http://dx.doi.org/10.1590/2238-38752020v10310 1 Universidade Federal de Pernambco (UFPE), Departamento de Sociologia, Recife, Pernambuco, Brasil [email protected] https://orcid.org/0000-0002-8370-2192 Cynthia Lins Hamlin I GENDER IDEOLOGY: AN ANALYSIS OF ITS DISPUTED MEANINGS 1 Opposition to gender has become a central element in the discourses and ini- tiatives of the “global right”. Although the convergence between anti-gender movements and other manifestations of the new right takes distinct and some- times contradictory forms2 (Paternotte & Kuhar, 2018; Corrêa, Paternotte & Ku- har, 2018), the dismantling of a series of polices for social inclusion and reduc- ing inequalities is at stake. Ideologues of the new right such as Steve Bannon3 and Olavo de Carvalho have waged a “culture war”4 on enemies like “gender dec., 2020 dec., – ideology,” “globalism” and “cultural Marxism.” As Mirrlees (2018: 49) argues, , sep. , these epithets act as full-blown “political instruments of intersectional hate” that are applied to values, practices, and identities of a progressive, liberal, or 1022 – left-wing inclination. They are mobilized and combined in varying forms de- pending on the type of enemy to be attacked: organizations, parties or spe- cific groups like “communists, blacks, gays, feminists and all those who do not share their mental universe” (Messenberg, 2017: 637). Much as they prove theoretically and empirically flimsy, many of these counter-narratives are based on the reinterpretation of empirical data, concepts and, more generally, theoretical perspectives developed by academics: “cul- tural Marxism” is a distortion of the tradition of Western Marxism, especially Gramsci and the first generation of the Frankfurt School; “globalism” is a dis- tortion of the critiques of the economic dimension of globalization, considered an integral part of “cultural Marxism”; “gender ideology” and “gender theory” sociol.