Marxist Philosophy of Science’
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Marxist Philosophy and the Problem of Value
Soviet Studies in Philosophy ISSN: 0038-5883 (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/mrsp19 Marxist Philosophy and the Problem of Value O. G. Drobnitskii To cite this article: O. G. Drobnitskii (1967) Marxist Philosophy and the Problem of Value, Soviet Studies in Philosophy, 5:4, 14-24 To link to this article: http://dx.doi.org/10.2753/RSP1061-1967050414 Published online: 20 Dec 2014. Submit your article to this journal Article views: 1 View related articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=mrsp19 Download by: [North Carolina State University], [Professor Marina Bykova] Date: 09 February 2017, At: 14:43 Theory of Value Voprosy filosofii, 1966, No. 7 0, G. Drobnitskii MARXIST PHILOSOPHY AND THE PROBLEM OF -*’VXLUr;* * In recent years, the question has been posed fact that things and phenomena in the world con- of the attitude of Marxist philosophy to what is stituting man’s environment have been endowed termed the problem of value. The point is not with such characteristics as worth, good and only that bourgeois axiology, which has been de- evil, beauty and ugliness, justice and injustice. veloping for three-quarters of a century, has to Doubtless, the phenomena of social consciousness be critically analyzed. Central to the question act in some aspect as “spiritual values,” i.e., is whether a Marxist axiology is possible. In they partake of the character of valuation norms. that connection the following is instructive. Finally, all these phenomena may be combined Authors who, with envious consistency, ignore under the single common notion of value. -
Critical Realist Approaches to Global Learning: a Focus on Education for Sustainability’
Khazem, D. (2018) ‘Critical realist approaches to global learning: A focus on education for sustainability’. International Journal of Development Education and Global Learning, 10 (2): 125–134. DOI https://doi.org/10.18546/IJDEGL.10.2.02 Critical realist approaches to global learning: A focus on education for sustainability Dima Khazem* – UCL Institute of Education, UK Abstract Critical realism offers a useful epistemology and ontology for conceptualizing theoretical and methodological considerations in global learning and may help to bridge the quantitative/qualitative divide that plagues social science. This article elaborates critical realist principles, concepts and methodologies to explain how they can be employed within global learning, with examples from education for sustainability. Keywords: ontological realism; epistemological relativism; judgemental rationality; education for sustainability; climate change Introduction At the ‘Research, evidence and policy learning for global education’ conference held in May 2017 in London, Professor Annette Scheunpflug, ‘a key figure in Europe in promoting the concept of global learning’ (Bourn, 2015: 72), spoke about the dilemmas of showing evidence and efficacy in recent educational policy discourse, and how the qualitative/quantitative divide that plagues social science affects research into global learning. As a member of the conference audience at the time, I suggested that critical realism, a meta-theory that I employ in my research, may offer a way forward for theoretical and methodological innovation within the field of global learning. Furthermore, critical realism, with its claim of methodological specificity, may help to mitigate the quantitative/qualitative dualism and bolster research evidence in global learning for policy consideration. This article proposes critical realist approaches to global learning and examines relevant theoretical and methodological issues with a specific focus on education for sustainability. -
The Embattled Political Aesthetics of José Carlos Mariátegui and Amauta
A Realist Indigenism: The Embattled Political Aesthetics of José Carlos Mariátegui and Amauta BY ERIN MARIA MADARIETA B.A., University of Illinois at Urbana-Champaign, 2012 THESIS Submitted as partial fulfillment of the requirements for the degree of Master of Arts in Art History in the Graduate College of the University of Illinois at Chicago, 2019 Chicago, Illinois Defense Committee: Blake Stimson, Art History, Advisor and Chair Andrew Finegold, Art History Nicholas Brown, English Margarita Saona, Hispanic and Italian Studies TABLE OF CONTENTS INTRODUCTION………………………………………………………………………………...1 BEYOND THE “SECTARIAN DIVIDE”: MARIÁTEGUI’S EXPANSIVE REALISM………..9 TOWARD A REALIST INDIGENISM: PARSING MARXISM, INDIGENISM, AND POPULISM………………………………………………………………………………………33 “THE PROBLEM OF RACE IN LATIN AMERICA”: MARIÁTEGUI AND INTERNATIONAL COMMUNISTS…………………………………………………………...53 “PAINTING THE PEOPLE” OR DEMYSTIFYING PERUVIAN REALITY?: AMAUTA’S VISUAL CONTENT…………………………………………………………………………….65 CONCLUSION…………………………….…………………………………………………….88 BIBLIOGRAPHY………………………………………………………………………………..92 ii SUMMARY This thesis focuses on José Carlos Mariátegui (1894-1930), a Peruvian critic and Marxist political activist who founded the Peruvian Socialist Party. Mariátegui also edited the journal Amauta, which featured literature, visual art, and theoretical and political texts from 1926 to 1930. This project aims to contribute an original understanding of the thought and editorial practice of this historically significant figure by recuperating his endorsement of realist -
1 PERSPECTIVE a Philosophical Memoir: Notes on Bhaskar, Realism
PERSPECTIVE A Philosophical Memoir: Notes on Bhaskar, Realism and Cultural Theory1 John Roberts University of Wolverhampton, UK I first read Roy Bhaskar in Radical Philosophy in 1980, when ‘Scientific Explanation and Human Emancipation’ appeared.2 But when Bhaskar’s work cropped up in Art & Language’s writing in the early 1980s I resolved to read his A Realist Theory of Science (1975) and The Possibility of Naturalism (1979).3 I remember buying both from the excellent philosophy section of the old Compendium Books store in Camden Town. Art & Language were (probably) the first artists and art-theorists to recognise the critical importance of Bhaskar’s writing for a non-reductive account of realism in relation to art and cultural theory, given their general familiarity with debates in the philosophy of science and Anglo-American philosophy of language. W.V.O. Quine and Nelson Goodman, for instance, were part of the group’s daily conversational practices as artists during this period.4 Indeed, given their familiarity with the issues of intention, intension, the causal theory of representation (of- relations) the critique of empiricism and their general grounding in analytic philosophy and Boolean formal logic, the group were certainly well placed to develop Bhaskar’s own ground-breaking critique of empiricism in the philosophy of science, and push it in a productive cultural direction. Bhaskar became a crucial mediating figure between the ‘post-metaphysical’ interrogative mechanics of the analytic tradition and the genealogical-materialist -
Contra O Ceticismo: Lukcs E Bhaskar
CONTRA O CETICISMO EPISTEMOLÓGICO: A CONTRIBUIÇÃO DE LUKÁCS E BHASKAR Sandra Soares Della Fonte Profa. da UFES Doutoranda UFSC/CAPES Em nome da luta contra o positivismo, uma nova onda cética, sob uma capa pós- moderna, interpõe-se nas ciências humanas e na filosofia nos últimos anos e se traduz pela máxima de que a realidade é interna às convenções e aos esquemas culturais dos diversos grupos sociais1. São vários os argumentos dos partidários desse ceticismo epistemológico. Em um extremo, Baudrillard2 assevera que há uma ilusão radical na crença de que a realidade existe, de que há um referente para o conhecimento. Para ele, como não há real e não há vontade, o que resta é uma saída estetizante: “O que conta é a singularidade poética da análise. Só isso pode justificar escrever, e não a miserável objectividade crítica das idéias”3. Rorty4 não chega a negar a existência da realidade, mas nega a possibilidade de a ela ter acesso fora do âmbito de descrições particular. O autor afirma que a noção de um espelho da natureza desanuviado, de um ser humano que conhece o fato, é uma imagem de Deus. Joyce5 destaca que “o que está em questão não é a existência do real, mas – dado que o real só pode ser apreendido através de nossas categorias culturais – que versão do real deve predominar”. Ao reagir à epistemologia realista, ele acrescenta que o próprio referente é um produto discursivo da história. Já Braun6 explicita um dos desdobramentos mais diretos dessa discussão para a historiografia: “Assim, a ‘realidade’ passada não existe; no 1 Cf. -
Marxist Philosophy and Organization Studies: Marxist Contributions to the Understanding of Some Important Organizational Forms by Paul S
1 Marxist philosophy and organization studies: Marxist contributions to the understanding of some important organizational forms by Paul S. Adler Dept. of Management and Organization Marshall School of Business University of Southern California Los Angeles 90089-0808 Draft chapter for: Research in the Sociology of Organizations, Special Volume on Philosophy and Organization Theory, 2010, Guest editors: Haridimos Tsoukas and Robert Chia Version date: Feb 2, 2010 Author bio: Paul S. Adler is currently Harold Quinton Chair in Business Policy at the Marshall School of Business, University of Southern California.. He received his PhD in economics and management at the University of Picardie, France. His research and teaching focus on organization design, with a particular focus on technical, professional, and manufacturing operations. Acknowledgments Earlier drafts benefited from research assistance from Jade Lo and from comments by Michael Burawoy, Richard Delbridge, Steve Jaros, Martin Kenney, David Levy, Richard Marens, Mark Mizruchi, Craig Prichard, Mick Rowlinson, Paul Thompson, and Matt Vidal, even if there is much with which they still disagree. 2 Marxist philosophy and organization studies: Marxist contributions to the understanding of some important organizational forms Abstract This essay aims to how Marx’s ideas and subsequent Marxist-inspired scholarship have contributed to the analysis of the various forms of work organization. It summarizes Marx’s basic philosophy, theory of history, and critique of political economy; it distinguishes more critical and more optimistic variants of Marxist theory; and it then shows how these ideas have been used in the analysis of key organizational forms, contrasting Marxist versus non-Marxist approaches and critical versus optimistic versions of Marxism. -
MARXISM and the ENGELS PARADOX Jeff Coulter Introduction
MARXISM AND THE ENGELS PARADOX Jeff Coulter Introduction FOR MARXIST philosophy, in so far as it still forms an independent reflection upon the concepts that inform a Marxist practice, dialectics involves the conscious interception of the object in its process of developmentY1where the object is man's production of history. The ultimate possibility of human self-liberation is grounded in the postu- late that man is a world-producing being. For Hegel, from whom Marx derived the dialectic, philosophy remained a speculative affair, a set of ideas remote from human praxis. Marx sought to actualize the philosophical interception as a practical interception, to abolish concretely the historical alienation of man from his species nature, an alienation viewed speculatively by the Helgelians. In the practical abolition of historical alienation, philosophy as the expression of abstract propositions pertaining to the human condition would also be abolished. In the formulation adduced by Friedrich Engels, however, dialectics are situated prior to the anthropological dimension. A set of static tenets drawn from Hegelian metaphysics, they are "located" in physi- cal nature. It is the purpose of this paper to investigate what Gustav Wetter has described as "the curse put upon the dialectic by its trans- ference to the realm of Nat~re."~ This problem has been discussed before by non-Marxist writers.' The main reason for the present approach is that it endeavours to assess the relationship of Marxism to science from within a Marxist perspective, and it further attempts to demonstrate some of the con- sequences for Marxist philosophy that arise out of a commitment to what I term the "Engels paradox". -
Interlacing of Times: the 'Althusser Effect'
Chapter 2 Interlacing of Times: the ‘Althusser Effect’, Temporality and Transition The unorthodox Marxist Ernst Bloch opined that the communists’ inability to galvanise the historically restive German peasantry issued from their unaware- ness of unfulfilled aspirations sprawled across history. The institutions of the past towered over their worldview; thus, the longing for equality and commu- nity over the land was susceptible to reactionary ends as well as progressive ones. It was not that capitalist modernisation left the peasantry behind as a historical curiosity, figuring in the political scene only as rural fodder to metro- politan reactionary politics. In Bloch’s (1977: 26) words, ‘superstructures that seemed long overturned right themselves again and stand still in today’s world as whole medieval city scenes’, signifying not only an outdated prejudice, but the chronological presence of the non-synchronous. While Marxists’ exposi- tion of the roots of social issues was unparalleled, this ‘cold stream’ of reason and disenchantment fell short of inflaming the passion and hope of the ‘warm stream’, made up of sedimented folk tales of struggles against the powerful (Bloch, 1996: 595). The discussion below builds on this notion of temporal dif- ferentiation to explain its modalities as part of a temporally stratified social formation, a task for which Althusserian and Gramscian branches of Marxist theory have been path-breaking. To illustrate Bloch’s commingling temporalities, this chapter investigates the theme of temporality, and develops Marx’s earlier discernment that non- contemporaneous elements survive in a permutation of distinct modes of pro- duction. This defies a model of neatly legislated historical epochs, and rein- forces the complexity of history as lived praxis. -
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. -
Critical Realism, Cultural Studies and Althusser on Ideology
Critical Realism, Cultural Studies and Althusser on Ideology (Preliminary remarks) (paper prepared for the IACR-conference "Debating Realism(s)", Roskilde University, Denmark, 17-19 August 2001) Hans Puehretmayer Introduction In my paper I first want to give a short outline of Althusser’s theory of ideology. I will suggest to divide his contributions to a conception of the ideological into four parts: i theoretical ideologies as conditions of science, and science as continually produced and continually threatened epistemological break with theoretical ideologies ii ideology as lived relation of individuals and groups to their conditions of existence iii relatively autonomous Ideological State Apparatuses securing the reproduction of a social formation iv ideology (in general) as constitutive mechanism for (each) subjectivity I did not choose Althusser by chance, I chose Althusser because he was one of the most influential authors both for Roy Bhaskar’s Critical Realism and for Cultural Studies (especially in the 1970s and 80s) (cf. Bhaskar 1989; Bhaskar 1997; Grossberg 1993; Barker 2000). Roughly one could say that Bhaskar has supplemented Althusser’s theory of epistemology (which he has adopted) with a new theory of ontology1 (which possibly is present implicitly in Althusser’s texts); while Cultural Studies - though critically - adopted the conceptions of ideology as lived relation of individuals to their conditions of existence and the conception of ideological apparatuses; in the 1990s they increasingly included the question of the constition of subjectivities, esp. in their research about racism, anti-racist resistance (f.e. Phil Cohen, Paul Gilroy, Les Back) and institutionalized sexist practices and discourses (McDowell 1997). -
PHIL 2201 Introduction to Marxist Philosophy
Ware (2201); 16/08/16; 1 PHIL 2201 Introduction to Marxist Philosophy Mondays & Wednesdays, 10:05 to 11:25; Fall term 2016; Southam Hall 316 Robert Ware Office: 3A56 Paterson Hall Office hours: Wednesdays, 9 to 10 am; or by appointment In this course we will engage in a philosophical study of the most important concepts and theories of Karl Marx (with attention to Frederick Engels, his co-worker). This will require special attention to Marx’s (and sometimes Engels’) texts, with investigation of some of the best philosophical analyses of his ideas. We will consider their coherence and plausibility in the 19th century and consider their applicability to the 21st century. Work will be assessed on the basis of philosophical skills with respect to Marxist ideas. Our main text is: Robert C. Tucker, ed., The Marx-Engels Reader, Second Edition (New York & London: Norton, 1978) (Available at Octopus Books, 116 Third Ave.) This is cited below as “ME Reader”. All other reading materials are available on ARES or on Reserve. Week 1 7 September Marx and Philosophy Albert Einstein, “Why Socialism” Cohen, “How to Do Political Philosophy” Rec: G. A. Cohen, “Why Not Socialism?” Week 2 12 & 14 September Manifesto(s) Marx and Engels, Communist Manifesto, ME Reader, 469-500 Rec: Engels, Socialism: Scientific and Utopian, ME Reader, 683-717 Week 3 19 & 21 September Alienation and Religion Marx, ME Reader, 53-65, 70-81, 93-105, 278-293 Rec: Musto, “Revisiting Marx’s Concept of Alienation” Week 4 26 & 28 September Ideology and Dialectical Materialism First paper (800 words) due 26 September Marx, ME Reader, 143-175, 189-200 Marx, ME Reader, 299-302 Cohen, Karl Marx’s Theory of History, Expanded Edition, xvii-xxviii Rec: Ware, Intro to Analyzing Marxism, 1-16 Lebowitz, “Is ‘Analytical Marxism’ Marxism?” in Michael Lebowitz, Following Marx Ware (2201); 16/08/16; 2 Week 5 3 & 5 October Historical Materialism Marx, Preface, ME Reader, 3-6; Engels, Letters, ME Reader, 760-768 Cohen, “Forces and Relations of Production”, 3-29 in G. -
Tom Lewis: "Philosophical Realism & the Aesthetic in Michael Sprinker's
Philosophical Realism and the Aesthetic in Michael Sprinker's Literary Criticism Tom Lewis I don't consider myself an "expert" on Michael Sprinker's writings. I have not read all of his works, and among those I have read I find that his knowledge and insight into matters discussed often surpass my own. I do consider myself to be someone who has learned from Michael's work. And those lessons form the subject of this presentation. I first met Michael in 1988 at the conference he organized at the Humanities Institute at SUNY-Stony Brook on "The Althusserian Legacy." I delivered a mediocre paper entitled "The Marxist Thing," in which I attempted to use Althusser's philosophy to identify "revolution" as the disciplinary object of historical materialism. The argument of the paper, such as it was, need not concern us here. In any case, what I recall is the discussion that followed, in which Michael asked the first question. At the time I was a fairly orthodox Althusserian and so had peppered my paper with potshots here and there against epistemology. In particular, I stated that I intended to rule out of court all epistemological questions about "causal primacy" and methodological "entry points." So I cruised along my merry way thinking I had safely ducked issues like base and superstructure, the ontological status of historical objects, the epistemological status of my own work, how do we know that Marx's account of capitalism is truer than Louis Ruckheyser's, etc. Well, as you can imagine, the first question I got--from Michael, and asked