This article analyzes the compatibility of the theory and practice of Marxism-Leninism and Orthodox Christianity in relation to the class division of society and class struggle. The significance of the study is due to the controversy (often acute) on this issue, which is directly related to the social structure. The article provides a historical and theological analysis of the topic under study on the basis of a critical study of the works of the founders of Marxism-Leninism, their (...) closest associates, historical documents on this issue, as well as historical and theological works. This article attempts to present a systematic analysis of the subject under study. It examines the relationship between the teachings of Orthodox Christianity and Marxism-Leninism about classes and class struggle, as well as their application in practice, and appeals to opponents. The novelty of the study lies in the fact that some documents are analyzed for the first time in connection with the issue under study. Also, in more detail and systematically, in relation to the available works, the analysis of the relationship between the teachings of Orthodox Christianity and Marxism-Leninism is carried out. The purpose of the work is to study historical documents, as well as historical and philosophical works on this topic. The article concludes that Marxism-Leninism is directly opposed to Christianity in the issue of attitude to the classes of society and the class struggle. In the course of historical development, the intensity of the class struggle changed, but not according to Marxism-Leninism, but depended on the state of morality, religiosity, the development of new trends in the social, scientific and technological development of mankind. A Christian understanding of the essence of the state can provide the basis for the national idea of Russia. (shrink)

This article is a study of the compatibility of the theory and practice of Marxism-Leninism and Orthodox Christianity. The great importance of this topic is due to its direct connection with the improvement of society and the ongoing controversy on this issue with attempts to integrate communism with Christianity. The work provides a historical and theological analysis based on a critical study of the works of the founders of Marxism-Leninism, their associates, historical and theological works, as well as (...) historical documents on this issue. The article examines the approaches of the teachings of Orthodox Christianity, as well as Marxism-Leninism to atheism, materialism, religion and the Church. For this purpose, the relevant texts of Holy Scripture, the opinions of the Church fathers and the views of the founders and followers of Marxism-Leninism are studied. The novelty of this study is that some documents are considered for the first time in the context of the problem under study. In addition, a more detailed and systematic historical and theological analysis of the comparison of the teachings of Marxism-Leninism and Orthodox Christianity on this topic is carried out in comparison with the available works. The purpose of the work is to study historical and theological works, as well as historical documents related to the problem under study. The article concludes that Marxism-Leninism in this matter is not compatible with Christianity and is directly opposed to it. Since the Second World War in the USSR, relations between the state and the Church have improved from time to time, but the official state course on Marxism-Leninism did not leave the possibility of their reconciliation. Currently, there are attempts to produce a symbiosis of these two teachings. Many Communists have a positive attitude towards the Church, so a dialogue between them is possible and necessary. But as long as the ideology of the Communists remains Marxism-Leninism, antagonistic to Christianity and any religion in general, in their ranks will always remain hostile to religion. Therefore, the synthesis of these teachings is impossible. (shrink)

The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.

In order to conquer and subjugate Africans, at the 1884 Berlin Conference, European countries dismembered Africa by carving her up into pieces and sharing her among themselves. European colonialists also antagonised Africans by setting up one ethnic African community against the other, thus promoting ethnic consciousness to undermine Pan-African consciousness. European powers also imposed their own “ethnic” languages, making them not only “official”, but also “international”. Consequently, as the Kenyan philosopher, Ngũgῖ wa Thiong’o, persuasively argues, through their ethnic languages, European (...) colonialists planted their memory wherever they went, while simultaneously uprooting the memory of the colonised. Cognisant of efforts in some South African institutions of higher learning to promote African languages for the purpose of promoting literacy in African languages, this article argues that while this exercise is commendable, ethnic African languages should be deliberately taught to “re-member” Africa and rediscover Pan-African consciousness. By doing this, African scholarship would be aiding Africans’ perennial and elusive quest for Pan-Africanism and the African Renaissance. Keywords: African Renaissance, Ethnic African Languages, Ethnic European Languages, European Colonialism, Pan-African Consciousness, Pan-Africanism. (shrink)

Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / István Losonczy 29 (...) // ON THE SURVIVAL OF ILMAR TAMMELO’S LETTER AND MANUSCRIPT ADDRESSED TO PROFESSOR MOÓR [2009] 41–44 // PROFESSIONAL DISTRESS AND SCARCITY: ALEXANDER HORVÁTH AND THE LEGACY OF NATURAL LAW IN HUNGARY [2005] 45–50 // HUNGARIAN LEGAL PHILOSOPHY IN THE 20TH CENTURY [2011] 51–72: I. The Pre-war Period [1. Bódog (Felix) Somló (1871–1920) 52] / II. The Inter-war Period [2. Gyula (Julius) Moór (1888–1950) 54 / 3. Barna Horváth (1896–1973) 55 / 4. József Szabó (1909–1992) 57 / 5. István Bibó (1911–1979) 58 / 6. Tibor Vas (1911–1983) 59 / 7. István Losonczy (1918–1980) 60] III. The Post-war Period (Communism) 61 [8. Imre Szabó (1912–1991) 62 / 9. Vilmos Peschka (1929–2006) 63 / 10. Kálmán Kulcsár (1928–2010) 65] IV. Contemporary Trends and Perspectives 66 [11. Csaba Varga (b. 1941) 66 / 12. András Sajó (b. 1949) 69 / 13. Béla Pokol (b. 1950) 70] V. Our Understanding of the Law Today 71 --- AN IMPOSED LEGACY -- LOOKING BACK [1999] 75–94: 1. On Ideologies and Marxism in general 75 / 2. Life of an Intellectual in Communism 79 / 3. On Marxism and its Socialist Cultivation in Particular 82 / 4. Legal Philosophising [4.1. Approaches to Law 87 / 4.2. Arriving at a Legal Ontology 91] 5. Conclusion 94 // LEGAL PHILOSOPHY OF THE MARXISM OF SOCIALISM: HUNGARIAN OVERVIEW IN AN INTERNATIONAL PERSPECTIVE [2003] 95–151: I. Development and Balance of Marxist Philosophising on Law in Hungary [1. Preliminaries (until 1948) 96 / 2. Stalinism (from the Soviet Occupation on) {a) Liquidation of the »Residues« 98 / b) Soviet-type Uniformisation [Gleichschaltung] 99 / c) Denial of the Past, with a Dual Effect 99 / d) »Socialist Legality«, Drawn from the Progressive Past of Western Europe 103 / e) Search for the Germs of Scholarly Evolution 103} 3. Institutionalisation Accompanied by Relaxation (from the 1960s) [a) Epigonism Becoming the Scholarly Ideal 104 / b) Stalinism in a Critical Self-perspective 105 / c) Disciples Diversified Launching their own Trends 107 / d) Comparatism 110 / e) (Re)discovery of the Western Legal Philosophy as a Competitor 112 / f) A Leading Mediatory Role within the »Socialist World Order« 114} 4. Disintegration (in the 1980s) {a) Attempt at Laying New Foundations for Marxism with Epigonism Exhausted 115 / b) Competitive Trends Becoming Exclusive 115 / c) Western Legal Philosophy Acknowledged as a Fellow-traveller within the Socialist Orbit Proper 116 / d) Hungarian Legal Theory Transforming into a National Corpus 118 / e) The Practical Promotion of Some Balance 119} 5. End-game for a Substitute State Religion (in the 1990s) 120] II. Marxist Legal Philosophising in an International Perspective [Ad 1: To the Preliminaries 122 / Ad 2: To Stalinism 124 / Ad 3: To Institutionalisation Accompanied by Relaxation {a) Late Separation from Vishinskiy’s Theory 125 / b) From Ideological Self-closure to an Apparently Scholarly Openness 127 / c) From Political Ideology to Genuine Scholarship 130 / d) International Recognition of Socialist Jurisprudence as an Independent Trend 135 / e) Together with Western Trends 137} Ad 4: To Disintegration {a) Loss of Attraction as Mere Epigonism 139 / b) Exclusivity of Competing Trends 139 / c) Fellowship with »Bourgeois« Trends 140 / d) An own Trend, Internationally Recognised 141 / e) A yet Progressive Role 142} Ad 5: To the Present state 143] III. A Temporary Balance 145 // AUTONOMY AND INSTRUMENTALITY OF LAW IN A SUPERSTRUCTURAL PERSPECTIVE [1986] 151–175: 1. The Strange Fate of Concepts 151 / I. A Relational Category 2. Basis and Superstructure: The Genuine Meaning 154 / 3. Exerting Social Influence as a Conceptual Minimum 156 / 4. Relationships within the Prevailing Totality 158 / 5. Attempts at Interpretation in Hungary 159 / 6. The Lukácsian Stand 162 / 7. Lukács’s Recognitions 168 / 8. Some Criticism 169 / II. The Law’s Understanding 171 / 9. Law Interpreted as Superstructure 171 / 10. Conclusions Drawn for the Law’s Understanding 173 // LEGAL THEORY IN TRANSITION (A PREFACE FROM HUNGARY) [2000] 177–186 // DEVELOPMENT OF THEORETICAL LEGAL THOUGHT IN HUNGARY AT THE TURN OF THE MILLENNIUM [2006] 187–215: 1. International Environment 188 / 2. The Situation in Hungary 190 / 3. Outlook I: The Historical-comparative Study of Legal Cultures and of the Lawyerly Way of Thinking 203 / 4. Outlook II: The Paradigmatic Enigma of the Transition to Rule of Law 207 / 5. Incongruity in Practice 213 / 6. Perspectives 214 --- TWENTIETH CENTURY CONTEMPORANEITY -- CHANGE OF PARADIGMS IN LEGAL RECONSTRUCTION: CARL SCHMITT AND THE TEMPTATION TO FINALLY REACH A SYNTHESIS [2002] 219–234: 1. Dangers of Intellectualism 219 / 2. Schmitt in Facts 221 / 3. Schmitt and Kelsen 222 / 4. On Bordering Conditions 226 / 5. With Kelsen in Transubstantiation 230 / 6. Polarisation as the Path of Theoretical Development 232 // KELSENIAN DOCUMENTS IN HUNGARY: CHAPTERS ON CONTACTS, INCLUDING THE GENESIS OF AUTOBIOGRAPHY [2006] 235–243: 1. Preludes 235 / 2. The Search for Moór’s Bequeath 235 / 3. Moór’s Collegiality 238 / 4. Bibó as a Disciple Translating 241 // THE »HART-PHENOMENON« [2002] 245–267: I. The Hart-miracle 246 [1. The Scene of Britain at the Time 247 / 2. The Personal Career 250 / 3. The Opus’ Career 252 / 4. Verbal Sociologism 255 / 5. Growing into the British Pattern 259] II. The Hart-phenomenon 260 [6. Origination of a Strange Orthodoxy 261 / 7. Mastering Periods of the 20th Century 263 / 8. Raising the Issue of Reception in Hungary 365] // LITERATURE? A SUBSTITUTE FOR LEGAL PHILOSOPHY? [2007] 269–287: 1. The Enigma of Law and its Study 269 / 2. “Law and Literature” 271 / 3. Varieties of “Law and Literature” 274 / 4. The German Study of Artistic Representations 280 / 5. Some Literary Reconsiderations 285 / 6. Conclusion 287 --- APPENDIX -- THE PHILOSOPHY OF TEACHING LEGAL PHILOSOPHY IN HUNGARY [2007] 291–320: I. Why and How to Philosophise in Law? 291 / II. The State of Teaching Legal Philosophy 294 / III. The Philosophy of Teaching Legal Philosophy 296 / IV. Programme at the Catholic University of Hungary 300 [1. Graduate Studies 300 {a) Basic Subjects 301 / b) Facultative Seminars 305 / c) Closing Subjects 309 / d) Written Memoranda and the Thesis 312} 2. Postgraduate Studies 313 / 3. Conclusion 317] V. Perspectives 318 /// Index of Subjects 321 / Index of Normative Materials 328 / Index of Names 329 . (shrink)

Becoming Marxist offers a series of studies that take up the importance of philosophy for the development of an open and critical Marxism.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Adamson argues that Marxism "teaches us how to interpret social and historical reality, and to relate that interpretation to our current political concerns.".

The intensive process of differentiation of knowledge that has in the past decade come to include philosophy has had the results, inter alia, that ethics, esthetics, and empirical sociology have undergone a kind of secondary "branching off" from the philosophy of society and culture . On the level of teaching this had the consequence that a department of esthetics and ethics was carved out of the department of historical materialism at the Philosophical Faculty of Moscow University, and was subsequently (...) divided into departments of esthetics and ethics, respectively. It was thus that the independent department of ethics made its appearance for the first time in the history of Moscow University. This occurred in 1969, and recently the department of Marxist- Leninist ethics marked its modest first decade. (shrink)

Marxism, Cultural Studies and Sport assesses the contemporary relevance of Marxist approaches and offers a unique and diverse examination of modern sports ...

The question of the relation of Marxism to utopianism is first of all the question of its relation to Utopian socialism and communism. However, the concepts of Utopia and utopianism are much broader than the substance of the particular socialist and communist teachings that preceded Marxism or existed alongside it. For precisely this reason the concept of Utopia must first of all be examined separately from Marxism. Only such an approach can reveal the real content and, in a sense, the (...) enduring significance of the Utopian element in people's consciousness, thinking, and worldview. (shrink)

Copernican revolutions have often been the subject of discussion in the history of philosophy and of thought in the special sciences. Kant, for example, lived with the idea that it was necessary to carry out, and later that he had carried out, a Copernican revolution in the realm of philosophical thought. What was the essence of this "Copernican" revolution of Kant's?

A large body of work in science education indicates that evolution is one of the least understood and accepted scientific theories. Although scholarship from the history and philosophy of science (HPS) has shed light on many conceptual and pedagogical issues in evolution education, HPS-informed studies of evolution education are also characterized by conceptual weaknesses. In this chapter, we critically review such studies and find that some work lacks historically accurate characterizations of student ideas (preconceptions and misconceptions). In addition, although several (...) studies in the science education literature have drawn parallels between students’ conceptual change patterns and those from the history of science (HOS), we identify several issues that complicate the characterization of student ideas as “Lamarckian” or “Darwinian.” Finally, a review of the topic of explanation illustrates how the plurality of approaches employed in evolutionary biology is not reflected in evolution education scholarship or practice. This finding is particularly concerning given the recent shift in emphasis in science education standards to teaching content through practice-based tasks (e.g., explanation and argumentation). Overall, this chapter demonstrates that while HPS is of central importance to a deep understanding of evolution education, too often its contributions are poorly realized. (shrink)

No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation (...) and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students’ reflections, exercises for students, and other instructional materials for teaching core concepts and practices. (shrink)

A hundred years have passed since the death of a man named Karl Marx. A whole century. A century of dramatic upheavals, revolutionary turmoil, and radical changes in the destiny of humankind. A century that has overturned and swept away a multitude of philosophical conceptions, social theories, and political doctrines. A century that has seen a continuous succession of victories of Marxism and its growing influence on social development.

Many different versions of cultural studies have emerged in the past decades. While during its dramatic period of global expansion in the 1980s and 1990s, cultural studies was often identified with...

Defining the Perian word, ‘Fotowat’ or ‘Chivalry’ is not an easy task; in the rite of ‘Fotowat’, before entering any profession, one must set one’s soul free and pay attention to the moral teaching...

The article focuses on one highly idiosyncratic trait of Lifshits’ reading of Hegel, namely his assertion that the epoch of Restoration during which Hegel produced his main works was analogous to the period of the 1930s in the USSR. In both cases, “constructive” tasks came to the fore as the fermentation of the revolutionary era waned. On this assumption, Lifshits built up his idea of a Restauratio magna, which should serve as the guiding star of cultural politics. In fact, Lifshits (...) came very near to rehabilitating of Edmund Burke’s views about the conservation of cultural heritage, which is highly problematic in light of his initial Marxist convictions. (shrink)

This is the first source-book for this cross-disciplinary area. It takes students through a wide range of readings from philosophy, politics, and sociology, to human geography, international relations, and feminist studies. Bringing together statements from leading twentieth-century thinkers such as Derrida, Lyotard, Baudrillard, and Laclau and Mouffe, and with the editor's substantial introduction, this is an ideal teaching text, inspiring debate about the future of Marxism as a cultural theory.

This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...) one term. Methods for data collection included a weekly logbook, student questionnaires, teaching observations, reflective exercises, and peer discussions. The findings shed light on the complexities of teaching Greek philosophy to small groups and the challenges of the practitioner's reflective process in this teaching. (shrink)

In our opinion, the flaws in the teaching of philosophy were to a large degree related to the fact that it was regarded as a science . The resolute rejection of this position and the recognition of philosophy's status as a world view is for us the necessary condition for escaping from the existing situation. To put it more concretely, the view of philosophy that became entrenched among us has produced the following fundamental flaws in the teaching process:—An (...) underestimation of or even a dismissive attitude toward pre- Marxist and in particular non-Marxist theories . Although non-Marxist philosophy was looked at in the course of study, this was done mainly to show its shortcomings—to the greater glory of Marxist philosophy. Idealism was regarded only as a barren flower. Students were instilled with the idea that idealism was on the verge of being overcome and supplanted by materialism, and this created in them a completely untrue picture of the real course of development of philosophical knowledge. (shrink)

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of (...) class='Hi'>teaching, and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)

There can be no doubt that the process of differentiation of the sciences today is going forward with rising intensity. This process is expressed in two ways: in the appearance of new sciences and disciplines outside those already existing, and as the further subdivision of existing sciences into narrower and more fragmented disciplinary branches.

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of (...) class='Hi'>teaching, and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)

Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.

Some new information has recently come to light with regard to philosophy in Russia. It appears that it is next to impossible for anyone living there to study the subject or indeed to form an adequate conception of it. There is not a single teacher of philosophy or logic in any of the Universities ; a course of the history of philosophy is only read in the ethnological department of the Moscow University. It is proposed, however, to introduce the (...) teaching of logic and of the history of philosophy in certain towns “ when a sufficient number of teachers are available,” and with this purpose a department of philosophy at the ‘ Institute of red professorship ’ has been opened. But the qualifications required of the future professors of philosophy make one more than doubtful of their capacity to teach the subject. All that is required of them is that they should have read the first volume of Lange's History of Materialism , Hoffding's History of Modern Philosophy , Gomperz's Greek Thinkers up to Socrates , Wundt's Introduction to Philosophy , and the writings of various philosophizing Marxists. In addition to these academic qualifications they must have a recommendation from the communist party or some similar organization. The kind of ideas that are being instilled into these prospective teachers may be gathered from the writings of the accredited ‘ red ’ philosophers in the only philosophical periodical which is being published in Russia, Under the Banner of Marxism , and in other magazines. (shrink)

Learning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework. Written for students of early childhood programs, this book covers learning and development, as well as professional practice in teaching children from birth to eight years. In recognition of the evolving role of educators, topic areas include (...) learning, teaching, working with families, leading, advocating and researching. Each chapter contains learning objectives, key terms and reflection points. Detailed case studies document the intersection between research, policy and practice, enhancing pre-service and practicing educators' appreciation of how a policy-aligned approach reinforces learning and development in the early years. This text draws on the latest research to present children's learning as a dynamic and active process requiring specific, intentional teaching behaviours. (shrink)