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In this exciting new work, Miriam Bankovsky shows how the pursuit of justice requires two orientations. The first is a practical commitment to the possibility of justice, which is the clear starting point for the broadly constructive theories of Rawls, Habermas and Honneth. Indeed, if justice were not possible, it would be difficult to see why it is worthwhile for human beings to live on this earth. However, a second orientation qualifies the first. It can be expressed as a deconstructive attentiveness to the impossibility of determining justice's content. This impossibility results from the tension between the appeal for individual consideration and the appeal for impartiality, demands that Derrida believes our historical concept of justice includes. Framed by these two orientations, this ambitious book explores the promise and shortcomings of the constructive theories. Attentive to concrete experiences of injustice that these thinkers tend to overlook, Bankovsky provocatively challenges Rawls' account of civil disobedience, Habermas' defence of rational consensus, and Honneth's ideal of mutual recognition, providing new insights into deconstruction's relevance for contemporary theories of justice.
"Justice is a cultural and historical constant, characterized by plurality and incommensurate theories. This book identifies regulative and critical dimensions in the works of Kant, Hegel, Heller, and Honneth. The significance of the categorical imperative mediating plurality leads to a dynamic idea of justice that resists relativism"--
Jürgen Habermas and John Rawls are perhaps the two most renowned and influential figures in social and political philosophy of the second half of the twentieth century. In the 1990s, they had a famous exchange in the Journal of Philosophy. Quarreling over the merits of each other’s accounts of the shape and meaning of democracy and legitimacy in a contemporary society, they also revealed how great thinkers working in different traditions read—and misread—one another’s work. In this book, James Gordon Finlayson examines the Habermas-Rawls debate in context and considers its wider implications. He traces their dispute from its inception in their earliest works to the 1995 exchange and its aftermath, as well as its legacy in contemporary debates. Finlayson discusses Rawls’s Political Liberalism and Habermas’s Between Facts and Norms, considering them as the essential background to the dispute and using them to lay out their different conceptions of justice, politics, democratic legitimacy, individual rights, and the normative authority of law. He gives a detailed analysis and assessment of their contributions, assessing the strengths and weaknesses of their different approaches to political theory, conceptions of democracy, and accounts of religion and public reason, and he reflects on the ongoing significance of the debate. The Habermas-Rawls Debate is an authoritative account of the crucial intersection of two major political theorists and an explication of why their dispute continues to matter.
The Critical Theory of Axel Honneth provides a comprehensive study of the work of Axel Honneth, tracing the theoretical trajectory from his earliest writings on philosophical anthropology to the development of a theory of recognition. The book argues that Honneth’s early work provides important insights for the reconstruction of the normative project of critical theory and the articulation of a conceptual framework for analyzing social relations of power and domination. Danielle Petherbridge contends, however, that these aims are not fully realized in Honneth’s more mature project and that central insights recede as his project develops. Petherbridge seeks to demonstrate that the basis for an alternative theory of intersubjectivity that can account for both an adequate theory of power and normative forms of subject-formation can be immanently reconstructed from within Honneth’s own work. By contextualizing Honneth’s project in relation to its theoretical influences, The Critical Theory of Axel Honneth provides a critical study and excellent entry point that will be essential reading for both students and scholars who work in the areas of European philosophy, critical theory, social and political philosophy, or social and political theory.
Axel Honneth is one of the most influential social and political philosophers in contemporary German political thought and one of the central figures of the third generation of the Frankfurt School. Honneth’s philosophical project presents at once a solution to a problem that has beset Frankfurt School Critical Theory from the first generation onwards, and offers a re-conceptualisation of social philosophy and its methodology in general. Honneth’s work presents a viable alternative to mainstream (especially Rawlsian) political philosophy by taking on challenges mainstream theories tend to avoid. This book provides one of the first substantial critical assessments of Honneth’s achievements so far. Dagmar Wilhelm locates Honneth in critical theory and mainstream political theory debates and offers a detailed exploration of his account of social philosophy, methodology, social pathology, recognition, and humiliation. The book also includes an in-depth discussion of Honneth’s critique of capitalism and programme for the new left and an assessment of the future of the project of the Frankfurt School in light of Honneth’s approach.
This book approaches the issue of immigrant integration as a democratic justice problem. Based on Honneth’s recognition theory, it introduces the concept of ‘Just Integration’, which challenges the capacity of the actual recognition order of the host society to include its immigrants as full members. The study criticizes the current political obsession to restore the social cohesion of the host society in the face of immigration. It argues that this perception inhibits host societies from recognizing their immigrants as individuals who have authentic skills, qualifications and identities in addition to their ethnic, cultural and religious attachments. The author applies the concept of ‘Just Integration’ to the real pathologies that immigrants/refugees suffer in Canada and Turkey, providing guidelines for progress towards better integration of immigrants within host societies and institutions.
This book offers a variety of outlooks and perspectives on the constitutive values and formative norms of a society, reflected by discourses on ethical-political education. It also discusses conceptual and critical philosophical works combined with empirical studies. The book is divided into three parts: the first part describes contemporary youth’s tangible experience of and reflections on ethical-political issues, while the second part explores the potential powers and pitfalls of educational philosophies, old and new. The third part highlights cutting edge issues within the humanities and social sciences, and examines the prospects of a fruitful rethinking of ethical-political education in response to today’s pressing issues. By addressing current dilemmas with diligence and insight, the authors offer solid arguments for new theoretical and practical directions to promote philosophical clarification and advance research. Intended for students, teachers and researchers, the book provides fresh perspectives on the many facets of ethical-political education, and as such is a valuable contribution to educational research and debate.
In The Concept of Justice, Patrick Burke explores and argues for a return to traditional ideas of ordinary justice in opposition to conceptions of 'social justice' that came to dominate political thought in the 20th Century. Arguing that our notions of justice have been made incoherent by the radical incompatibility between instinctive notions of ordinary justice and theoretical conceptions of social justice, the book goes on to explore the historical roots of these ideas of social justice. Finding the roots of these ideas in religious circles in Italy and England in the 19th century, Burke explores the ongoing religious influence in the development of the concept in the works of Marx, Mill and Hobhouse. In opposition to this legacy of liberal thought, the book presents a new theory of ordinary justice drawing on the thought of Immanuel Kant. In this light, Burke finds that all genuine ethical evaluation must presuppose free will and individual responsibility and that all true injustice is fundamentally coercive.
In a world where genocide, hunger, poverty, war, and disease persist and where richer nations often fail to act to address these problems or act too late, a prerequisite to achieving even modest social justice goals is to clarify the meaning of competing discourses on the concept. Throughout history, calls for social justice have been used to rationalize the status quo, promote modest reforms, and justify revolutionary, even violent action. Ironically, as the prominence of the concept has risen, the meaning of social justice has become increasingly obscured. This authoritative volume explores different perspectives on social justice and what its attainment would involve. It addresses key issues, such as resolving fundamental questions about human nature and social relationships; the distribution of resources, power, status, rights, access, and opportunities; and the means by which decisions regarding this distribution are made. Illustrating the complexity of the topic, it presents a range of international, historical, and theoretical perspectives, and discusses the dilemmas inherent in implementing social justice concepts in policy and practice. Covering more than abstract definitions of social justice, it also includes multiple examples of how social justice might be achieved at the interpersonal, organizational, community, and societal levels. With contributions from leading scholars around the globe, Reisch has put together a magisterial and multi-faceted overview of social justice. It is an essential reference work for all scholars with an interest in social justice from a wide range of disciplines, including social work, public policy, public health, law, criminology, sociology, and education.