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  1. Minding the World: Adorno’s Critique of Idealism.Espen Hammer - 2000 - Philosophy and Social Criticism 26 (1):71-92.
    Jürgen Habermas' view that Adorno's thinking is characterized by a commitment to a philosophy of consciousness, and that therefore the only alternative to identitarian reason is to appeal to an intuitive competence operating beyond the range of conceptual thought, it is arged (1) that Adorno conceptualizes the modern epistemic subject (the subject of a philosophy of consciousness) as based on a reification, and (2) that he denies the possibility of a concept-transcendent (foundationalist) constraint on judgments. In seeking to demonstrate against (...)
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  • The Cosmopolitan Condition.Ulrich Beck - 2007 - Theory, Culture and Society 24 (7-8):286-290.
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  • Toward a Political Critique of Reification: Lukács, Honneth and the Aims of Critical Theory.Anita Chari - 2010 - Philosophy and Social Criticism 36 (5):587-606.
    This article engages Axel Honneth’s recent work on Georg Lukács’ concept of reification in order to formulate a politically relevant and historically specific critique of capitalism that is applicable to theorizing contemporary democratic practice. I argue that Honneth’s attempt to reorient the critique of reification within the terms of a theory of recognition has done so at the cost of sacrificing the core of the concept, which forged a connection between the socio-political analysis of capitalist domination and an analysis of (...)
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  • Hipparchia the Cynic: Feminist Rhetoric and the Ethics of Embodiment.Kristen Kennedy - 1999 - Hypatia 14 (2):48-71.
    : Hipparchia's use of exile as an ethical and rhetorical space from which to critique convention is the point of departure for an examination of the ethics of using exile as a rhetorically effective position for feminist theorizing. To address the ethical problems involved in using exile as a rhetorical space, I argue for a reading of exile as both a rhetorical and embodied space that can maintain an ethical anchor for feminist rhetorical and political practice.
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  • Wittgenstein Goes to Frankfurt.Alice Crary - 2018 - Nordic Wittgenstein Review 7 (1):7-41.
    This article aims to shed light on some core challenges of liberating social criticism. Its centerpiece is an intuitively attractive account of the nature and difficulty of critical social thought that nevertheless goes missing in many philosophical conversations about critique. This omission at bottom reflects the fact that the account presupposes a philosophically contentious conception of rationality. Yet the relevant conception of rationality does in fact inform influential philosophical treatments of social criticism, including, very prominently, a left Hegelian strand of (...)
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  • Bildung, Self-Cultivation, and the Challenge of Democracy: Ralph Waldo Emerson as a Philosopher of Education.Viktor Johansson & Claudia Schumann - 2017 - Educational Philosophy and Theory:1-4.
  • Which Love of Country? Tensions, Questions and Contexts for Patriotism and Cosmopolitanism in Education.Claudia Schumann - 2016 - Journal of Philosophy of Education 50 (2):261-271.
    The paper considers Martha Nussbaum's motivation for departing from her earlier cosmopolitan position in favour of now promoting a globally sensitive patriotism. Her reasons for endorsing patriotism will be shown as exemplary for related argumentations by other authors, especially insofar as love of country as a motivating force for civic duty is understood as in tension or even as incompatible with cosmopolitan aspirations. The motivation for turning to patriotism as articulated by Nussbaum and others will be demonstrated to rely on (...)
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  • Alienation.Rahel Jaeggi - 2014 - Columbia University Press.
    In this book Jaeggi draws on phenomenological analyses grounded in modern conceptions of agency, along with recent work in the analytical tradition, to reconceive of alienation as the absence of a meaningful relationship to oneself and ...
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  • Introduction.Alice Crary & Joel de Lara - 2018 - Graduate Faculty Philosophy Journal 39 (2):317-339.
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  • Bildung and the Road From a Classical Into a Global and Postcolonial Concept.Bernt Gustavsson - 2014 - Confero Essays on Education Philosophy and Politics 2 (1):109-131.
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  • Negative Dialectics.Raymond Geuss - 1975 - Journal of Philosophy 72 (6):167-175.
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  • Philosophical Investigations.Ludwig Josef Johann Wittgenstein - 1953 - New York, NY, USA: Wiley-Blackwell.
  • Remarks on the Foundations of Mathematics.Ludwig Josef Johann Wittgenstein - 1956 - Oxford: Macmillan.
    Wittgenstein's work remains, undeniably, now, that off one of those few philosophers who will be read by all future generations.
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  • The Making of a New Cosmopolitanism.Torill Strand - 2010 - Studies in Philosophy and Education 29 (2):229-242.
    This article draws attention to the contemporary mantra of cosmopolitanism and how it carries altered symbolic representations, new social images and epistemic shifts. The background is the current cosmopolitan turn within the sciences, including within the discipline of education. How can we understand the contemporary makings of this new cosmopolitanism? And what could be the potential pitfalls and possibilities of a discourse that jeopardises the very representations of the social world? The first part of the article portrays the new cosmopolitanism (...)
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  • Living in a Dissonant World: Toward an Agonistic Cosmopolitics for Education.Sharon Todd - 2010 - Studies in Philosophy and Education 29 (2):213-228.
    As a flashpoint for specific instances of conflict, Muslim sartorial practices have at times been seen as being antagonistic to “western” ideas of gender equality, secularity, and communicative practices. In light of this, I seek to highlight the ways in which such moments of antagonism actually might be understood on “cosmopolitical” terms, that is, through a framework informed by a critical and political approach to cosmopolitanism itself. Thus, through an “agonistic cosmopolitics” I here argue for a more robust political understanding (...)
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  • Education and a Progressive Orientation Towards a Cosmopolitan Society.Klas Roth - 2012 - Ethics and Education 7 (1):59 - 73.
    Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. 2006. Moral education's (...)
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  • The Struggle for Recognition: The Moral Grammar of Social Conflicts.Axel Honneth - 1996 - MIT Press.
    In this pathbreaking study, Axel Honneth argues that "the struggle for recognition" is, and should be, at the center of social conflicts. Moving smoothly between moral philosophy and social theory, Honneth offers insights into such issues as the social forms of recognition and nonrecognition, the moral basis of interaction in human conflicts, the relation between the recognition model and conceptions of modernity, the normative basis of social theory, and the possibility of mediating between Hegel and Kant.
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  • A Political Economy of the Senses: Neoliberalism, Reification, Critique.Anita Sridhar Chari - 2015 - Cambridge University Press.
    Anita Chari revives the concept of reification from Marx and the Frankfurt School to spotlight the resistance to neoliberal capitalism now forming at the level of political economy and at the more sensate, experiential level of subjective transformation. Reading art by Oliver Ressler, Zanny Begg, Claire Fontaine, Jason Lazarus, and Mika Rottenberg, as well as the politics of Occupy Wall Street, Chari identifies practices through which artists and activists have challenged neoliberalism's social and political logics, exposing its inherent tensions and (...)
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  • The Critique of Power: Reflective Stages in a Critical Social Theory.Axel Honneth - 1991 - MIT Press.
    "We owe a large debt to Axel Honneth for uncovering some of the theoretical affinities between the work of the Frankfurt School and that of Foucault.
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  • Discourse and Recognition as Normative Grounds for Radical Pedagogy: Habermasian and Honnethian Ethics in the Context of Education.Rauno Huttunen & Mark Murphy - 2012 - Studies in Philosophy and Education 31 (2):137-152.
    The idea of radical pedagogy is connected to the ideals of social justice and democracy and also to the ethical demands of love, care and human flourishing, an emotional context that is sometimes forgotten in discussions of power and inequality. Both this emotional context and also the emphasis on politics can be found in the writings of Paolo Freire, someone who has provided much inspiration for radical pedagogy over the years. However, Freire did not create any explicit ethical foundation for (...)
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  • Living a Feminist Life.Aalya Ahmad - 2017 - Contemporary Political Theory 18 (2):125-128.
  • Introduction: Cosmopolitanism in the Making.Torill Strand - 2010 - Studies in Philosophy and Education 29 (2):103-109.
  • Freedom’s Right. The Social Foundations of Democratic Life.Axel Honneth - 2014 - Polity.
    The theory of justice is one of the most intensely debated areas of contemporary philosophy. Most theories of justice, however, have only attained their high level of justification at great cost. By focusing on purely normative, abstract principles, they become detached from the sphere that constitutes their “field of application” - namely, social reality. Axel Honneth proposes a different approach. He seeks to derive the currently definitive criteria of social justice directly from the normative claims that have developed within Western (...)
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  • After Cosmopolitanism.Rosi Braidotti, Patrick Hanafin & Bolette Blaagaard (eds.) - 2012 - Routledge.
    The present volume argues that a radical transformation of cosmopolitanism is already ongoing and that more effort is needed to take stock of transformations which are both necessary and possible.
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  • Stanley Cavell and the Education of Grownups.Naoko Saito & Paul Standish (eds.) - 2011 - Fordham University Press.
    This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...
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  • Dialectic of Enlightenment: Philosophical Fragments.Max Horkheimer - 2002 - Stanford University Press.
    Dialectic of Enlightenment is undoubtedly the most influential publication of the Frankfurt School of Critical Theory. Written during the Second World War and circulated privately, it appeared in a printed edition in Amsterdam in 1947. "What we had set out to do," the authors write in the Preface, "was nothing less than to explain why humanity, instead of entering a truly human state, is sinking into a new kind of barbarism." Yet the work goes far beyond a mere critique of (...)
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  • Reification: A New Look at an Old Idea (Tanner Lectures).Axel Honneth - 2008 - Oxford University Press.
    In the early 20th century, Marxist theory was enriched and rejuvenated by adopting the concept of reification, introduced by the Hungarian theorist Georg Lukács to identify and denounce the transformation of historical processes into ahistorical entities, human actions into things that seemed part of an immutable "second nature." For a variety of reasons, both theoretical and practical, the hopes placed in de-reification as a tool of revolutionary emancipation proved vain. In these original and imaginative essays, delivered as the Tanner Lectures (...)
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  • The New Wittgenstein.Alice Crary & Rupert Read (eds.) - 2000 - Routledge.
    This text offers major re-evaluation of Wittgenstein's thinking. It is a collection of essays that presents a significantly different portrait of Wittgenstein. The essays clarify Wittgenstein's modes of philosophical criticism and shed light on the relation between his thought and different philosophical traditions and areas of human concern. With essays by Stanley Cavell, James Conant, Cora Diamond, Peter Winch and Hilary Putnam, we see the emergence of a new way of understanding Wittgenstein's thought. This is a controversial collection, with essays (...)
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  • Beyond Moral Judgment.Alice Crary - 2007 - Harvard University Press.
    Wider possibilities for moral thought -- Objectivity revisited: a lesson from the work of J.L. Austin -- Ethics, inheriting from Wittgenstein -- Moral thought beyond moral judgment: the case of literature -- Reclaiming moral judgment: the case of feminist thought -- Moralism as a central moral problem.
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  • Reification, or, the Anxiety of Late Capitalism.Timothy Bewes - 2002 - Verso.
    Yet recent thinkers have expressed deep reservations about the concept and the term has become marginalized in the humanities and social sciences.Eschewing this ...
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  • Negative Dialectics.Theodor W. Adorno - 1973 - Routledge.
    This is the first British paperback edition of this modern classic written by one of the towering intellectual of the twentieth century. Theodor Adorno (1903-69) ...
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  • Shifting Feminist Politics in Education: Contemporary Philosophical Perspectives.Marie Hållander & Claudia Schumann - 2018 - Studier i Pædagogisk Filosofi 6 (1):1-4.
  • Honneth on Work and Recognition: A Rejoinder From Feminist Political Economy.Julie Connolly - 2016 - Thesis Eleven 134 (1):89-106.
    This paper explores the development of Honneth’s thought on work. It considers how his initial concerns with the embodied experience of labour and the absence of a contemporary and compelling class-specific lexicon with which to explore suffering at work have been surpassed and subordinated by his analysis of the social relations of recognition in civil society, which is distributed according to a contested and contestable achievement principle. I argue that despite the purchase of the criticisms offered by recent rejoinders, they (...)
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  • The Cosmopolitan Society and its Enemies.Ulrich Beck - 2002 - Theory, Culture and Society 19 (1):17-44.
    At the beginning of the 21st century the conditio humana cannot be understood nationally or locally but only globally. This constitutes a revolution in the social sciences. The `sociological imagination' so far has basically been a nation state imagination. The main problem is how to redefine the sociological frame of reference in the horizon of a cosmopolitan imagination. For the purpose of empirical research I distinguish between three concepts: interconnectedness , liquid modernity and cosmopolitization from within. The latter is a (...)
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  • Expression and the Inner.David H. Finkelstein - 2006 - Philosophical Quarterly 56 (224):466-468.
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  • Wittgenstein's Philosophy in Relation to Political Thought.Alice Crary - 2000 - In Alice Crary & Rupert J. Read (eds.), The New Wittgenstein. Routledge. pp. 118--145.
     
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  • The Cosmopolitan Turn. Recasting 'Dialogue' and 'Difference'.Torill Strand - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (1):49 - 58.
    This paper draws attention to the potential pitfalls and possibilities of a new cosmopolitanism. The first part of the paper briefly portrays cosmopolitanism as a name and metaphor for a way of life, an ideal and an outlook. The second part, however, discloses a paradoxical attribution of the metaphor, revealing the ways in which it assumes something which it is not. The third part of the paper further explores the powers of this paradox, arguing that the new cosmopolitanism can be (...)
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  • Recognition and Freedom: Axel Honneth’s Political Thought.Jonas Jakobsen & Odin Lysaker (eds.) - 2015 - Brill.
    Recognition and Freedom offers up-to-date discussions of Axel Honneth’s political thought by ten experts in the field. It also includes an interview with Honneth and an essay by him on education and democracy, previously unpublished in English.
     
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  • The Imaginary Institution of Society.Cornelius Castoriadis - 1998 - MIT Press.
    As a work of social theory, I would argue that it belongs in a class with the writings of Habermas and Arendt". -- Jay Bernstein, University of Essex This is one of the most original and important works of contemporary European thought.
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  • The European 'We': From Citizenship Policy to the Role of Education.Maria Olson - 2012 - Studies in Philosophy and Education 31 (1):77-89.
    This article sheds light on the European Union’s policy on citizenship; on the collective dimension of this policy, its ‘we’. It is argued that the inclusive, identity-constituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship ‘we’ and secondly, to outline (...)
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  • On Happiness and Critique. From Bouquet V to ´Possible Elsewheres´.Claudia Schumann - 2018 - Studier i Pædagogisk Filosofi 6 (1):83-96.
    The paper explores the relationship of happiness and critique. It is a reflection on a decade of being trained in and practicing philosophical critique. It is a reflection on experiences I had during teaching on social justice, inclusion and diversity; and it is a reflection on the on-going debate on negative vs. affirmative forms of critique within feminist philosophy. It is also an exercise in imagining a transformation of our critical practices, where the embrace of more affirmative modes of critique (...)
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  • Dissonant Voices : Philosophy, Children's Literature, and Perfectionist Education.Viktor Johansson - unknown
    Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or (...)
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  • Educating the Global Village.Torill Strand & Jørgen Huggler - 2011 - Nordic Studies in Education.
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  • "Remarks on the Foundations of Mathematics". By Ludwig Wittgenstein.G. D. Duthie - 1957 - Philosophical Quarterly 7 (29):368-373.
  • The Claim of Reason. Wittgenstein, Scepticism, Morality and Tragedy.H. O. Mounce - 1981 - Philosophical Quarterly 31 (124):280-282.
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  • Graphic Contaminations: Cosmopolitics of the ‘I’ in American Born Chinese and Persepolis.Claudia Schumann - 2016 - Studier i Pædagogisk Filosofi 4 (2):38-53.
    The article explores the demands that the conflictual dimension of globalization poses for a cosmopolitan education. Such an emphasis seems necessary in times where the populations who undertake inter- and intra-national border crossings are increasingly those who are forced to: those trying to escape unbearable poverty, atrocious wars, the disenfranchised and victims of racist, sexist or religious persecution. Reflecting on the experiences articulated in the two graphic novels, Persepolis and American Born Chinese, the dimension of the globalizing world and its (...)
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  • Aversive Education: Emersonian Variations on ‘Bildung’.Claudia Schumann - 2019 - Educational Philosophy and Theory 51 (5):488-497.
    The paper discusses Ralph Waldo Emerson’s thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served (...)
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  • Bildung, Self-Cultivation, and the Challenge of Democracy: Ralph Waldo Emerson as a Philosopher of Education.Claudia Schumann & Viktor Johansson - 2019 - Educational Philosophy and Theory 51 (5):474-477.
  • Cosmopolitanism and the De-Colonial Option.Walter Mignolo - 2010 - Studies in Philosophy and Education 29 (2):111-127.
    What are the differences between cosmopolitanism and globalization? Are they “natural” historical processes or are they designed for specific purposes? Was Kant cosmopolitanism good for the entire population of the globe or did it respond to a particular Eurocentered view of what a cosmo-polis should be? The article argues that, while the term “globalization” in the most common usage refers and correspond to neo-liberal globalization projects and ambitions, and the Kantian concept of “cosmopolitanism” responded to the second wave, “de-colonial cosmopolitanism” (...)
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  • The Claim of Reason: Wittgenstein, Skepticism, Morality, and Tragedy.S. Cavell - 1979 - Critical Philosophy 1 (1):97.
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