The article explores the early Marx’s vision of communal relationships, which is centered on the idea that in producing for others individuals can be concerned with satisfying the needs of others, and may reciprocally value their interdependence in producing for one another. It is argued that if the ideal of communal reciprocity is to be realized in a viable and desirable form, it must be compatible with some forms of self-interest, social indifference and instrumental action, typically realized through the institution (...) of the market. The article shows that communal reciprocity may go together with market reciprocity as long as market relations are structured such that exploitative motives are not systematically promoted. The article examines various economic institutions that could meet the non-exploitation requirement, either by transforming the constitutive rules of the market, in contrast to its regulative rules, or by regulating the market internally, in contrast to its external regulation. (shrink)

The publications of Taylor and Honneth have ignited a renewed interest in the Hegelian theme of recognition. But recognition has not only positive aspects, as there are also negative connotations to recognition seen as misrecognition. What might be termed negative recognition argues that there is more to recognition than simple misrecognition. This article aims to show that negative recognition reaches beyond misrecognition and non-recognition. The paper argues that there are at least four versions of negative recognition. These are misrecognition, non-recognition, (...) de-recognition, and pathological mass-recognition. The examples used to illustrate the existence of these four forms of negative recognition have been drawn from the world of work and general politics. The conclusion enhances the negative side of the ‘recognition thesis’ as recently outlined by Martineau et al. and others. (shrink)

This article examines the relevance of Hegel’s theory of recognition within educational theory and practice in relation to the development of a non-affirmative theory of education. The article argues that Hegel’s theory of recognition can serve as a fruitful starting point for articulating an educational theory that can contribute to the subject’s open-ended formation in modern society. To start with, the article surveys the connection between Hegel’s educational thought and his concept of recognition. Against this backdrop, the article singles out (...) how Hegel’s theory of recognition provides a compelling theory of intersubjectivity that calls attention to the role of norms in personal development and the construction of the social world. In continuation of a non-affirmative principle, it is argued that Hegelian recognition underlines, first, that the subject’s formation can fruitfully be an open-ended and dynamic process and, second, that in order to underpin this process it is necessary to critically assess norms and norm-generating practices within an educational context. (shrink)

In den neueren Forschungen zur marxschen Werttheorie wird einhellig und mit besonderem Nachdruck darauf hingewiesen, dass abstrakte Arbeit eine gesellschaftliche Eigenschaft der Arbeitsprodukte ist. Häufi g verstehen die Autoren unter dem mehrdeutigen Adjektiv jedoch Verschiedenes. Im folgenden Beitrag zeige ich, dass schon Marx zu unterscheidende Sachverhalte im Sinn hatte, als er die gesellschaftliche Dimension der Wertsubstanz hervorhob: ihren Bezug zur gesellschaftlich notwendigen Durchschnittsarbeitszeit, ihren Bezug zum gesellschaftlichen Bedarf und die Geschichtlichkeit der warenproduzierenden Gesellschaft. Ich denke, wir müssen auf der Linie (...) von Marx einen Schritt weiterdenken. Die Hauptthese des Beitrags ist, dass die marxsche Werttheorie an Überzeugungskraft gewinnt, sobald den drei Bedeutungen des Adjektivs gesellschaftlich eine weitere zur Seite gestellt wird: die gesellschaftliche Wertschätzung. Inwiefern sich diese These durch anderweitige anerkennungstheoretische Überlegungen im Kapital untermauern lässt, wird abschließend diskutiert. (shrink)