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This book introduces the methodology and basic concepts of Dussel’s ethics of liberation. Enrique Dussel is one of the principal founders of the philosophy of liberation in Latin America. Frederick B. Mills discusses how, for Dussel, we can realize our co-responsibility for human life by responding, in accord with ethical principles, to the appeals of victims of the prevailing capital system. Mills shows how these principles, when subsumed in the political and economic fields, aim at overcoming the ongoing assault on human life and nature and provide a moral compass for forging a path to liberation. He makes the case that the study of Dussel is critical to the understanding of liberatory thought in Latin America today. This book aims to introduce the ethics of liberation to a broader audience in the Global North where Dussel's ideas are urgently relevant to progressive political and economic theory and praxis.
While recognizing its origins and scope, Alejandro A. Vallega offers a new interpretation of Latin American philosophy by looking at its radical and transformative roots. Placing it in dialogue with Western philosophical traditions, Vallega examines developments in gender studies, race theory, postcolonial theory, and the legacy of cultural dependency in light of the Latin American experience. He explores Latin America's engagement with contemporary problems in Western philosophy and describes the transformative impact of this encounter on contemporary thought.
The Handbook of Critical Approaches to Politics and Policy of Education provides a broad overview of educational policy and politics from critical perspectives engaging with both foundational and cutting edge topics. In critical perspectives, educational policy debates and programs for reform are about more than narrow questions of efficacy say to raise test scores or for simply more educational inclusion, fairer school spending, or even cultural responsiveness. Rather, policy and reform debates represent contested visions for schools and society by social groups vying for hegemony. Critical approaches to educational policy and politics see schooling and education more broadly as contested terrain in which competing visions for education are imbricated with the material and symbolic interests and cultural ideologies of different classes and cultural groups. Chapters in this volume are organized into five sections. The first three sections provide a foundational overview to educational policy and politics, covering culture and politics of education, political economy of education, and subjectivity and education. These chapters address longstanding and current policy and political debates as well as foundational theoretical debates. The last two sections are organized around two themes that address some of the most significant recent directions of educational politics and policy: disaster politics and technology.
From the Pampas lowlands of Argentina, Uruguay and Brazil to the Altiplano plateau that stretches between Chile and Peru, the plains of Latin America have haunted the literature and culture of the continent. Bringing these landscapes into focus as a major subject of Latin American culture, this book outlines innovative new ecocritcial readings of canonical literary texts from the 19th century to the present. Tracing these natural landscapes across national borders the book develops a new transnational understanding of Hispanic culture in South America and expands the scope of the contemporary environmental humanities. Texts covered include works by: Ciro Alegría, Manoel de Barros, Ezequiel Martínez Estrada, Rómulo Gallegos, José Eustasio Rivera, João Guimarães Rosa, and Domingo Sarmiento.
Participatory media 2.0 have shifted the terrain of public life. We are all—individually and collectively—able to produce and circulate media to a potentially limitless audience, and we are all, at minimum, arbiters of knowledge and information through the choices—or clicks—we make when online. In this new environment of two-way and multidimensional media flow, digital communication tools, platforms and spaces offer enormous potential for the cultivation, development and circulation of diverse and counter-hegemonic perspectives. It has also provoked a crisis of communication between oppositional “echo chambers.” Democracy requires a functioning, critically-engaged and literate populace, one that can participate in, cultivate and shape, in meaningful and critical ways, the discourses and forms of the society in which it exists. Education for democracy, therefore, requires not only political literacy but also media and digital literacies, given the ubiquity and immersiveness of Media 2.0 in our lives. In Democracy 2.0, we feature a series of evocative, international case studies that document the impact of alternative and community use of media, in general, and Web 2.0 in particular. The aim is to foster critical reflection on social realities, developing the context for coalition-building in support of social change and social justice. The chapters herein examine activist uses of social and visual media within a broad and critical frame, underpinning the potential of alternative and DIY (Do It Yourself) media to impact and help forge community relationships, to foster engagement in the civic and social life of citizens across the globe and, ultimately, to support thicker forms of democratic participation, engagement and conscientization, beyond electoralist, representative, normative democracy.
María Pía Lara explores the ambiguity of secularization and the theoretical potential of a structural break between politics and religion. For Lara, secularization means the translation of religious semantics into politics; a transformation of religious notions into political ideas; and the reoccupation of a space left void by changing political actors, one that gives rise to new conceptions of political interaction. Conceptual innovation redefines politics as a horizontal relationship between governments and the governed, better enabling societies (and political actors) to articulate meaning through action.
Enrique Dussel is Latin America’s foremost philosopher, renowned for his contributions to ethics, political philosophy, and liberation theology. Designed for classroom use, this collection of essays engages with Dussel’s encyclopedic work, making his valuable contributions accessible to English-speaking students. In addition to being one of the most original, prolific, and widely known members of the Latin American Philosophy of Liberation movement, Dussel has also made important contributions to world philosophy, the history of philosophy, the history of the Catholic Church in Latin America, and the understanding of Karl Marx. Dussel famously engaged in a decade-long debate with Karl-Otto Apel on the relationship between material and formal ethics—that is, between an ethics of the community of life and an ethics of the community of discourse—and he has produced novel interpretations and analyses of the concepts of alterity, exteriority, the other, and the world history of ethical systems. Most recently, Dussel extended his work on an ethics of liberation into a politics of liberation, developed over the course of three published volumes. In this book, scholars from around the world assess Dussel’s work in ways that are both appreciative and critical. Two essays by Dussel bookend the volume: the collection opens with a consideration of the (im)possibility of multiple modernities and ends with an autobiographical trajectory of the philosopher’s thinking. In addition to Dussel and the editors, the contributors to this volume include Linda Martín Alcoff, Don Thomas Deere, Oscar Guardiola-Rivera, Mario Sáenz Rovner, Alejandro A. Vallega, and Jorge Zúñiga M.
Social Movements and Latin American Philosophy: From Ciudad Juarez to Ayotzinapa provides a historical and theoretical analysis of the Ayotzinapa social movement from the perspective of Latin American philosophy to provide a deeper understanding of the challenges that social movements face in the context of extreme violence. Luis Rubén Díaz Cepeda analyzes the complete cycle of mobilization appertaining to Ciudad Juárez, the Movement for Peace with Justice and Dignity, and the Ayotzinapa social movement. Guided by the theories of Enrique Dussel, Boaventura de Sousa Santos, Ernesto Laclau, and Santiago Castro-Gomez, Díaz Cepeda addresses questions of how a social movement is born, how the distinct social movement organizations should articulate to form a movement of movements, what (if at all) the limits and extent of these organizations should be. In raising and addressing such questions, Díaz Cepeda argues in favor of a soft articulation and the perennial need for social movement organizations. Scholars of Latin American studies, philosophy, history, and sociology will find this book particularly useful.