It has often been said that Marx never achieved a comprehensive treatment of the specifically political area, but in fact there is far more, and far more coherent, material on the topic in his writings than has been assumed. This book brings together everything in Marx's work which bears on politics and treats his approach as a living, evolving theory. For every stage of his career it examines the theory he held, what were its inner tensions and weaknesses, how these (...) were brought out in actual events and how Marx reacted to his successes and failures. A particular virtue of the book's approach is that Marx's views on, for example, the French Revolution or the events of 1848 are set against what historians now tell us of these events and the adequacy of Marx's accounts is assessed. This is an important book because of the exceptional combination of historical and theoretical perspectives Dr Maguire brings to the examination of Marx's theory of politics. Although he does not attempt to solve all the problems of applying Marxism to the twentieth century, he has provided a clear and comprehensive account of Marx's approach in, and to, his own time. (shrink)
Bloom's eloquent and comprehensive treatment of early word learning holds that social intention is foundational for language development. While we generally support his thesis, we call into question two of his proposals: (1) that attention to social information in the environment implies social intent, and (2) that infants are sensitive to social intent at the very beginnings of word learning.
This paper was first presented as a plenary lecture to the Association for Education in Journalism and Mass Communication in August, 1985. The author, who is the Cary M. Maguire University Professor of Ethics at Southern Methodist University, discusses the intellectual, moral, and organizational marks of the professional that led reformers at the beginning of the twentieth century to locate professional training in the university. That discussion is followed by consideration of the moral consequences of university education for professionals, (...) and how journalists and all other professionals are, at base, teachers. The third part of the paper reflects upon the peculiarities of journalism as aprofession, and concludes with considerations of the special mission of journalism. (shrink)