Even though the interrelationship between education and democratic politics is as old as democracy itself, it is seldom explicitly formulated in the literature. Most of the time, the political system is taken as a given, and education conceptualized as an instrument for stability and social integration. Many contemporary discussions about citizenship education and democracy in the Western world mirror this tendency. In the paper, I argue that, in order to conceptualise the socio-political potential of education we need to understand democracy (...) in more political terms. This means that democracy can neither be seen primarily as a mode of associated living, nor a model for handling different life-views. A third alternative is Gert Biesta’s notion of democratic subjectification. Even though Biesta identifies depoliticising trends in citizenship education policies, I argue that his alternative still fails to be a sufficiently political alternative. What is lacking in Biesta is the explicit attention to political causes and the kind of collective activities that define a democracy: the creation of one’s own laws, norms and institutions. This capacity of the collective to question and govern itself is put in relief by Cornelius Castoriadis’s notion of “the project of autonomy”. (shrink)

The thesis explored in this essay is that contemporary educational thought has suffered a loss of significance, manifested when our language and concepts fail to be experienced as signifiers of commitment. A certain reluctance can be observed, among academics and others, against the notion of defending any cause or idea – with notable exceptions such as “respect for difference”. One may of course contest that a special kind of commitment is needed in education; but problems emerge when the educational values (...) in place are no longer experienced as very significant for education itself, because the lack of investment in turn reduces the need to criticize and question these values. The problem concerns the lack of reflexive creativity, not the lack of ideals per se. The idea of a loss of signification is elaborated in two examples: “dannelse” and “kritikk”. In a further step, the loss of signification is discussed in relation to the lack of a larger, social project, where the discussion of the Anthropocene is one example of how such a project might be formulated today. (shrink)

Work on Sankhya system in Hindu philosophy; includes commentaries.

The method of mathematical induction: The method of mathematical induction -- Examples and exercises -- The proof of induction of some theorems of elemetary algebra -- Solutions.

Ancient treatise on Sankhya philosophy; Sanskrit text with English and Oriya translation and interpretation.

kn. 1. Ot vozniknovenii︠a︡ marksistskoĭ filosofii do ee razvitii︠a︡ v 50-kh-60 godakh XIX veka.--kn. 2. Razvitie marksistskoĭ filosofii vo vtoroĭ polovine XIX veka.

Aphoristic work on Sankhya philosophy with Sanskrit commentary and Hindi translation of Sāṅkhyaśāstra, Maithili commentary by Durgādhara Jhā.

Introduction to Sexology [Vvedenie v seksologiiu] by I. S. Kon has finally been published after having made the rounds of publishing houses for many years. This is the first Soviet publication devoted to a description and an analysis of the genesis, development, and state of a new branch of scientific knowledge about man-sexology-which affects every one of us. To be sure, General Sexual Pathology [Obshchaia seksopatologiia], a textbook for physicians edited by G. S. Vasil'chenko, which came out in 1977, has (...) an extensive introductory chapter on sexology, but it is limited to medical problems. Kon's book is an example of an interdisciplinary approach that provides an idea of the most essential components of sexology; it is thus addressed not only to the medical profession, but also to sociologists, philosophers of culture, psychologists, pedagogues, etc. The book takes into account the latest publications in this area of science. (shrink)

T. Adorno stands out among the theorists of the Frankfurt School for his interest in profound philosophical problems. For many years he actively participated in the work of the Frankfurt Institute for Social Research, and at one time also headed it. Among his associates he occupies not only a very typical, but in a certain sense an exclusive position.

We are now observing a most notable anniversary: a century and a half since the birth of Karl Marx, the great founder of Marxist theory and the ideologist of the proletariat. Our present meeting virtually coincides with another date of great significance. The first thousand copies of Marx's immortal Capital appeared in Hamburg a hundred years ago, in September 1867. No other book has exercised as deep-going and ever-widening an influence on various aspects of the mental and practical activity of (...) men as this great work of theory. The influence of Capital on methodological thought, too, has been exceptionally great. It is precisely through the prism of the ideas of this classical piece of writing that the methodological and logical notions contained in the prior and subsequent writings of Marx and Engels can be understood most completely and employed to build a theory of knowledge. Capital is of immense significance to the further development of dialectical logic in our own day and for working out cardinal problems of epistemology. Emphasizing the exceptional significance to philosophy and logic of Marx's principal scientific work, Lenin wrote: "If Marx did not leave us a Logic, he did leave us the logic of Capital, something that should be utilized to the full in the matter at hand.". (shrink)

We are now observing a most notable anniversary: a century and a half since the birth of Karl Marx, the great founder of Marxist theory and the ideologist of the proletariat. Our present meeting virtually coincides with another date of great significance. The first thousand copies of Marx's immortal Capital appeared in Hamburg a hundred years ago, in September 1867. No other book has exercised as deep-going and ever-widening an influence on various aspects of the mental and practical activity of (...) men as this great work of theory. The influence of Capital on methodological thought, too, has been exceptionally great. It is precisely through the prism of the ideas of this classical piece of writing that the methodological and logical notions contained in the prior and subsequent writings of Marx and Engels can be understood most completely and employed to build a theory of knowledge. Capital is of immense significance to the further development of dialectical logic in our own day and for working out cardinal problems of epistemology. Emphasizing the exceptional significance to philosophy and logic of Marx's principal scientific work, Lenin wrote: "If Marx did not leave us a Logic, he did leave us the logic of Capital, something that should be utilized to the full in the matter at hand.". (shrink)