Marcuse's Reason and Revolution was the first Hegelian Marxist text to appear in English, the first systematic study of Hegel by a Marxist, and the first work in English to discuss the young Marx seriously. It introduced Hegelian and Marxist concepts such as alienation, subjectivity, negativity, and the Frankfurt School's critique of positivism to a wide audience in the United States. When the book first appeared, it was attacked sharply from the standpoint of empiricism and positivism by Sidney Hook, among (...) others. Since 1960, new critiques of Marcuse's book have been developed from varying perspectives, especially by the "scientific" Marxist Lucio Colletti, the critical theorist Douglas Kellner, and the Marxist humanist RayaDunayevskaya. From the postmodernist camp, Jacques Derrida has discussed some of the same themes as did Marcuse, especially around the issues of negativity and difference. It is argued, however, that Derrida's reading of Hegel is more problematic than Marcuse's, especially with regard to the project of constructing a critical social theory. (shrink)
Part one. The Dunayevskaya-Marcuse correspondence, 1954-78: the early letters: debating Marxist dialectics and Hegel's absolute idea; Dunayevskaya's Marxism and freedom and beyond; on technology and work on the eve of Marcuse's One-dimensional man; the later correspondence: winding down during the period of the New Left -- Part two. The Dunayevskaya-Fromm correspondence, 1959-78: the early letters: on Fromm's Marx's concept of man and his socialist humanism symposium; dialogue on Marcuse, on existentialism, and on socialist humanism in Eastern Europe; (...) on Hegel, Marxism, and the Frankfurt School in the period of Dunayevskaya's philosophy and revolution; the final letters: on critical theory and on Rosa Luxemburg, gender, and revolution. (shrink)
In this book Raya Jones draws on the triad of body, mind and healing and (re)presents it as a domain of ongoing uncertainty within which Jung's answers stir up ...
It is well known anecdotally that, for many people in dementia, the appreciation of music outlasts other faculties. Could the residual musicality constitute a 'musical self', an enduring fragment of the person that the sufferer used to be? The question, as far we know, has not been raised before. Towards formulating the hypothesis, this article examines some of the available research and theorizing concerning the self and the neurology of music and dementia. A unified neurocognitive 'musical self' system seems plausible, (...) though at present the evidence is sketchy. Social-relational aspects of both selfhood and musical experience are also considered, and a case history is presented so as to highlight their importance for understanding the complex relationship between music, dementia, and selfhood. (shrink)
The book identifies various facets of applying contemporary Jungian thought to the issue at hand, in chapters that range from scholarly critiques to practical ...
Social robotics is a rapidly developing industry-oriented area of research, intent on making robots in social roles commonplace in the near future. This has led to rising interest in the dynamics as well as ethics of human-robot relationships, described here as a nascent relational turn. A contrast is drawn with the 1990s’ paradigm shift associated with relational-self themes in social psychology. Constructions of the human-robot relationship reproduce the “I-You-Me” dominant model of theorising about the self with biases that (as in (...) social constructionism) consistently accentuate externalist or “interactionist” standpoints as opposed to internalist or “individualistic”. Perspectives classifiable as “ecological relationalism” may compensate for limitations of interactionist-individualistic dimension. Implications for theorising subjectivity are considered. (shrink)
This paper takes a critical look at the applicability of the Jungian view on individuation and imagination. While Jungian ideas can bring something fresh and necessary into educational practice, personal enthusiasm might blind us to a dissonance between educational goals and the therapeutic goal of analytical psychology. The case is made with particular attention to some work in the field of transformative learning in adult education.
