What is the role of education in a world where we no longer have a clear vision of the future and where the idea of a single, universal model of humanity seems like the residue of a bygone age? What role should educators play in a world where young people find themselves faced with deep uncertainty about their future, where the prospects of securing a stable, long-term career seem increasingly remote and where intensified population movements have created more diverse communities (...) in which different cultures find themselves living side by side, no longer bound together by the belief that the other would eventually be assimilated into ‘our' culture? Faced with the bewildering features of our liquid modern world, many young people are inclined to withdraw - in some cases into the online world of games and virtual relationships, in other cases into anorexia, depression, alcohol or even drug abuse, hoping to find shelter from a world perceived as more and more dangerous. Others launch into more violent forms of behaviour, like street gangs and the looting carried out by young people who have been excluded from the temples of consumption but are eager to participate in the ceremony. And all this happens while our politicians look on, uncomprehending and indifferent. In this short book Zygmunt Bauman - the leading social theorist of our liquid modern world, here in conversation with Riccardo Mazzeo - reflects on the predicament of young people today and on the role of education and the educator in a world where the certainties of our predecessors can no longer be taken for granted. (shrink)

Life in Fragments is a continuation of the themes and motifs explored in Zygmunt Bauman's acclaimed study, Postmodern Ethics (Blackwell, 1993).

Introduction: Morality in Modern and Postmodern Perspective Shattered beings are best represented by bits and pieces. Rainer Maria Rilke As signalled in its ...

What is the role of education in a world where we no longer have a clear vision of the future and where the idea of a single, universal model of humanity seems like the residue of a bygone age? What role should educators play in a world where young people find themselves faced with deep uncertainty about their future, where the prospects of securing a stable, long-term career seem increasingly remote and where intensified population movements have created more diverse communities (...) in which different cultures find themselves living side by side, no longer bound together by the belief that the other would eventually be assimilated into ‘our' culture? Faced with the bewildering features of our liquid modern world, many young people are inclined to withdraw - in some cases into the online world of games and virtual relationships, in other cases into anorexia, depression, alcohol or even drug abuse, hoping to find shelter from a world perceived as more and more dangerous. Others launch into more violent forms of behaviour, like street gangs and the looting carried out by young people who have been excluded from the temples of consumption but are eager to participate in the ceremony. And all this happens while our politicians look on, uncomprehending and indifferent. In this short book Zygmunt Bauman - the leading social theorist of our liquid modern world, here in conversation with Riccardo Mazzeo - reflects on the predicament of young people today and on the role of education and the educator in a world where the certainties of our predecessors can no longer be taken for granted. (shrink)

The global financial crisis has shattered the illusion that all was well with capitalism and forced us to confront the great challenges we face today with a new sense of urgency. Few are better placed to do this than Zygmunt Bauman, a social thinker whose writings on liquid modernity have pioneered a new way of seeing the world in which we live at the dawn of the 21st Century. Our liquid modern world is characterized by the transition from a society (...) of producers to a society of consumers, the natural extension of which is the society of perpetual debtors. The ruling idea of the society of consumers is to prevent needs from being satisfied and to create demand; its natural extension is to enable consumers to consume more by borrowing. Debt was transformed into a crucial profit-earning asset of capitalism in liquid modern times. The present-day 'credit crunch' is not the outcome of the banks' failure but rather the fruit of their success in transforming the majority of men and women, young and old, into a race of debtors. They got what they were looking for: a society of debtors whose condition of being in debt was made self-perpetuating, with more debts being offered, and more undertaken, as the only way of escaping from the debts already incurred. Starting from this reflection on the current global financial crisis and prompted by the probing questions of his interlocutor, Citlali Rovirosa-Madrazo, Bauman examines in an historical perspective some of the most pressing moral and political issues of our time, from international terrorism and the rise of religious and secular fundamentalism to the decline of the nation-state and the threats posed by global warming, issues whose seriousness and urgency attest to the fact that we are living today not only on borrowed money but also on borrowed time. (shrink)

“Busyness” plainly relates to externally observable work or leisure activities, but nevertheless the state itself is entirely subjective. I will argue in what follows, that there may have been fundamental changes in the connection between the external circumstances of work and leisure and internal feelings of “busyness”. Through the last century there have been fundamental shifts in the relationship between the pattern of daily activities, and patterns of societal sub- and superordination. “Are you busy?” may have had a quite different (...) meaning as addressed to an upwardly mobile member of the Victorian English or American middle classes, as compared to an office worker at the turn of the third millennium. Individuals’ representations of their states of “busyness” play an important, and changing, role in establishing their positions in the order of social stratification. A leisure class at the end of the 19th century perhaps, but the dominant groups in the early 21st are in the most straightforward sense of the word, workers. I will suggest that, reflecting this fundamental shift in social structure, the social construction of “busyness” has also changed. (shrink)