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)

Boehm reasons that human morality began when several heads of households formed a coalition to limit the despotic bullying of an alpha male. The logic is clear and the argument is persuasive. The premises require that: dominant individuals behave like chimpanzees, bullying their subordinates, early humans somehow developed one-male units from a chimpanzee like society and, the power of a despot is limited by group consensus and political activities. Not all alpha males behave like chimpanzees; most primate societies show little (...) evidence of bullying. One-male units are formed by some monkeys but there is little evidence of such tendencies in chimpanzees and bonobos. Hamadryas males do not compete with familiar males for females or possessions regardless of their dominance relationships, but this inhibition is not based on group consensus or coalitions repressing alpha males. Boehm's argument is, nonetheless, possible and plausible but cannot be empirically tested. (shrink)

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)

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

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.

From the Editors [of Voprosy filosofii]: Recently the prominent Soviet philosopher, specialist in problems of dialectics, theory of knowledge, the history of philosophy, and esthetics Igor Sergeevich Narskii marked his sixtieth birthday. The editorial board and staff of Voprosy filosofii wish to extend their congratulations to him and wish him good health, happiness in his personal life, and continued success in his work.