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Placing the concept of reification at the centre of Marx’s thought, Hiromatsu demonstrates across a number of areas — history, the understanding of society, and the understanding of philosophy — the philosophical and practical change in worldview which this concept brings about.
In these original and imaginative essays, delivered as the Tanner Lectures at the University of California, Berkeley in 2005, the distinguished third-generation Frankfurt School philosopher Axel Honneth attempts to rescue the concept of reification by recasting it in terms of the philosophy of recognition he has been developing over the past two decades.
This book defends Hegel's concept of "reconciliation" as the best understanding of human beings' emancipatory interest and presents "reification" as a systematic blockage to its realization. Drawing upon psychoanalysis and legal theory, it explores the extent to which recent theories (Rawls, Honneth, Habermas) succeed in spelling out how society could be organized in such a way that reconciliation between individual and society could be realized on something approaching a universal basis.
This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students’ engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the classroom, and the overall impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. The book analyses such topics as Behaviourism, a major motivation model to improve performance in schools, cognitive theories for creating engaging learning environments, including achievement motivation, Social cognitive theories for improving engagement and motivation, social constructivism to improve students’ motivation and academic achievement, humanistic approaches for creating effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students’ engaging learning environments, and their academic achievement.
In his study Jan Hoff charts the unprecedented global boost that has been experienced by critical Marxism since the mid-1960s. In particular Hoff shows the development of interpretations of Marx’s method; of critical social theory oriented towards Marx's critique of political economy; and of significant disputes concerning the different versions and iterations of the critical project that ultimately culminated in Capital. His book investigates the ‘globalisation’ of Marx debates, the complex network of international theoretical approaches that have been devised between the poles of science and politics, the transfer of theory and the historical development of schools of thought beyond national and linguistic borders. Marx Worldwide provides an overview of Marx reception in various regions of the world, in which the extra-European process of theory formation receives particular attention; and it shows how, despite the supersession of Marxism in the sense of an all-encompassing worldview, the Marxian aim of providing an explication of the internal connection of economic categories and relations, and thereby of accomplishing the ‘de-mystification’ of the ‘deranged world’ of the economy, is as relevant and as theoretically important as it has ever been. First published in German by Akademie Verlag as Marx Global. Zur Entwicklung des internationalen Marx-Diskurses seit 1965, Berlin, 2009.
This book is a major early work of Japanese philosopher Wataru Hiromatsu (1933-1994). Originally published in 1972, the primary theme is overcoming the subject-object schema of modern philosophy. Hiromatsu seeks to replace this subject-object schema with what he calls the intersubjective fourfold structure, in which “the given is valid as something more to someone as someone more.” This fourfold structure is not a sum of four independent elements, but exists only as a functional relationship. From this relationist point of view, Hiromatsu develops his philosophical theory as a systematic critique of “reification,” defined as the hypostatizing misconception of a functional relation.
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The sixth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the postsecondary level. The articles advance our understanding of collegiate mathematics education while being readable by a wide audience of mathematicians interested in issues affecting their own students. This is a collection of useful and informative research regarding the ways our students think about and learn mathematics.The volume opens with studies on students' experiences with calculus reform and on the effects of concept-based calculus instruction. The next study uses technology and the van Hiele framework to help students construct concept images of sequential convergence. The volume continues with studies ondeveloping and assessing specific competencies in real analysis, on introductory complex analysis, and on using geometry in teaching and learning linear algebra. It closes with a study on the processes used in proof construction and another on the transition to graduate studies in mathematics. Whether they are specialists in education or mathematicians interested in finding out about the field, readers will obtain new insights about teaching and learning and will take away ideas that they canuse. Information for our distributors: This series is published in cooperation with the Mathematical Association of America.
At the beginning of his career in the 1920s, Adorno sketched a plan to write a major work on the theory of musical reproduction, a task he returned to time and again throughout his career but never completed. The choice of the word reproduction as opposed to interpretation indicates a primary supposition: that there is a clearly defined musical text whose precision exceeds what is visible on the page, and that the performer has the responsibility to reproduce it as accurately as possible, beyond simply playing what is written. This task, according to Adorno, requires a detailed understanding of all musical parameters in their historical context, and his reflections upon this task lead to a fundamental study of the nature of notation and musical sense. In the various notes and texts brought together in Towards a Theory of Musical Reproduction, one finds Adorno constantly circling around an irresolvable paradox: interpretation can only fail the work, yet only through it can musics true essence be captured. While he at times seems more definite in his pronouncement of a musical scores absolute value just as a book is read silently, not aloud his discourse repeatedly displays his inability to cling to that belief. It is this quality of uncertainty in his reflections that truly indicates the scope of the discourse and its continuing relevance to musical thought and practice today.
Contrasting aesthetic versus linguistic centered visions for critical theory and the analysis of contemporary democratic theory and society, Martin Morris draws special attention to the concept of communicative freedom. He problematizes the paradigm shift within critical theory from the "philosophy of the subject" to the communicative action theory championed by Jürgen Habermas by opposing Habermas's reconstruction of critical theory to that of Theodor W. Adorno.