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For political philosophers, Morris provides an epistemology that integrates social interests within a normative account of knowledge.
This student textbook, originally published in 1991, tackles the traditional problems of the sociology of knowledge from a new perspective. Drawing on recent developments in social theory, Tim Dant explores crucial questions such as the roles of power and knowledge, the status of rational knowledge, and the empirical analysis of knowledge. He argues that, from a sociological perspective, knowledge, ideology and discourse are different aspects of the same phenomenon, and reasserts the central thesis of the sociology - that knowledge is socially determined.
First published in 1973. Few concepts in the modern age have created more controversy in the discussion of social, moral, and political issues than that of ideology. Ever since the term was coined by Destutt de Tracy to refer to a scientific study of the origin of ideas, its meaning has undergone a series of mutation, until we have reached the stage where ideology can now be used to refer to almost any organized body of beliefs. Amidst these changes in the meaning of the term certain common preoccupations are detectable and certain fundamental problems remain. Is human reason capable of comprehending reality 'as it is'? Or is its approach necessarily influenced by the thinker's values, personal or class interests and personal or social prejudices? Is human reason a culturally neutral instrument or a socially acquired capacity that is unconsciously shaped by a particular historical age or society or class? There are fundamental problems too concerning the internal structure and rationale of specific ideologies such as conservatism, pluralism, and apartheid. This title will be of great interest to students of philosophy and politics.
Ideology and Utopia argues that ideologies are mental fictions whose function is to veil the true nature of a given society. They originate unconsciously in the minds of those who seek to stabilise a social order. Utopias are wish dreams that inspire the collective action of opposition groups which aim at the entire transformation of society. Mannheim shows these two opposing elements to dominate not only our social thought but even unexpectedly to penetrate into the most scientific theories in philosophy, history and the social sciences. This new edition contains a new preface by Bryan S. Turner which describes Mannheim's work and critically assesses its relevance to modern sociology. The book is published with a comprehensive bibliography of Mannheim's major works.
First published in 1980, this book argues that a theory of ideology is essential to a theory of education. It relates developments in the Marxist theory of ideology to the analysis of schooling in a capitalist society. Beginning with an appraisal of the early twentieth century liberal social theorists, including Weber, Durkheim, Veblen and Mannheim, it demonstrates that the weakness of their approaches arose from a failure to comprehend adequately the nature of capitalism. It then outlines the state of the theory of ideology at the time and applies the concept in an analysis of contemporary schooling, concluding with a discussion of its political implications. The application of the theory of ideology offers important possibilities for a radical socialist strategy on education.
Are theoretical tools nothing but political weapons? How can the two be distinguished from each other? What is the ideological role of theories like liberalism, neoliberalism or democratic theory? And how can we study the theories of actors from outside the academic world? This book examines these and related questions at the nexus of theory and ideology in International Relations. The current crisis of politics made it abundantly clear that theory is not merely an impartial and neutral academic tool, but instead is implicated in political struggles. However, it is also clear that it is insufficient to view theory merely as a political weapon. This book brings together contributions from a number of different scholarly perspectives to engage with these problems. The contributors, drawn from various fields of International Relations and Political Science, cast new light on the ever-problematic relationship between theory and ideology. They analyse the ideological underpinnings of existing academic theories and examine the theories of non-academic actors such as staff members of international organisations, Ecovillagers and liberal politicians. This edited volume is a must-read for all those interested in the contemporary political crisis and its relation to theories of International Relations.
To celebrate the 25th anniversary of its publication, Michael W. Apple has thoroughly updated his influential text, and written a new preface. The new edition also includes an extended interview circa 2001, in which Apple relates the critical agenda outlined in Ideology and Curriculum to the more contemporary conservative climate. Finally, a new chapter titled "Pedagogy, Patriotism and Democracy: Ideology and Education After 9/11" is also included.
The eleventh and twelfth centuries comprised a period of great significance in Islamic history. The Great Saljuqs, a Turkish-speaking tribe hailing from central Asia, ruled the eastern half of the Islamic world for a great portion of that time. In a far-r
This book examines how critical thinking is regulated in Singapore through the process of what the influential sociologist of education Basil Bernstein termed "pedagogic recontextualization". The ability of critical thinking to speak to alternative possibilities and individual autonomy as well as its assumptions of a liberal arrangement of society is problematized in Singapore’s socio-political climate. By examining how such curricular discourses are taken up and enacted in the classrooms of two schools that cater to very different groups in society, the book foregrounds the role of traditional high-status knowledge in the elaboration of class formation and develops a critical understanding of post-developmental state initiatives linked to the parable of modernization in Singapore. Knowledge, Control and Critical Thinking in Singapore offers chapters on: • Critical Thinking and the Singapore State: Meritocracy, Illiberalism and Neoliberalism • Sacred Knowledge and Elite Dispositions: Recontextualizing Critical Thinking in an Elite School • Power, Knowledge and Symbolic Control: Official Pedagogic Identities and the Politics of Recontextualization This book will appeal to scholars in comparative education studies, curriculum studies and education reform. It will also interest scholars engaged in Asian studies who are struggling to understand issues of education policy formation and implementation, particularly in the areas of critical thinking and other knowledge skills.
Globalization is usually said to be about markets, power, and culture. This innovative book goes further, arguing that globalization may also be understood as a way of knowing and representing the world. Mittelman debunks several prevalent myths about globalization and 'anti-globalization', presenting alternatives to this force and indicating the prospects for a new common sense about future world order. Drawing on considerable original research, this book shows how globalization itself and globalization studies have changed since 9/11. Compact and accessible, Whither Globalization? is a major contribution to the study of globalization by one of the leading scholars in the field and is essential reading for students of international relations and international political economy.