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French theory

Paris: Editions La Découverte (2003)

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  1. Neo-classical sociology: The prospects of social theory today.Frédéric Vandenberghe & Alain Caillé - 2016 - European Journal of Social Theory 19 (1):3-20.
    This article calls for a new theoretical synthesis that overcomes the fragmentation, specialization and professionalization within the social sciences. As an alternative to utilitarianism and the colonization of the social sciences by rational choice models, it proposes a new articulation of social theory, the Studies and moral, social and political philosophy. Based on a positive anthropology that finds its inspiration in Marcel Mauss’s classic essay on the gift, it recommends a return to classical social theory and explores articulations between theories (...)
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  • Toward a reterritorialization of cultural theory.Marek Tamm & Kalevi Kull - 2016 - History of the Human Sciences 29 (1):75-98.
    This article argues that from a territorial perspective a certain coherence and continuity can be identified in the Estonian cultural-theoretical tradition – a discursive body based on common sources of influence and similar fundamental attitudes. We understand Estonian theory as a local episteme – a territorialized web of epistemological associations and rules for making sense of the world, which favours some premises while discouraging others. The article focuses on the older layers of Estonian theory, discussing the work of Karl Ernst (...)
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  • Democracy, Education and the Need for Politics.Ingerid S. Straume - 2016 - Studies in Philosophy and Education 35 (1):29-45.
    Even though the interrelationship between education and democratic politics is as old as democracy itself, it is seldom explicitly formulated in the literature. Most of the time, the political system is taken as a given, and education conceptualized as an instrument for stability and social integration. Many contemporary discussions about citizenship education and democracy in the Western world mirror this tendency. In the paper, I argue that, in order to conceptualise the socio-political potential of education we need to understand democracy (...)
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