This paper presents a discussion of some central ideas in anarchist thought, alongside an account of experiments in anarchist education. In the course of the discussion, I try to challenge certain preconceptions about anarchism, especially concerning the anarchist view of human nature. I address the questions of whether or not anarchism is utopian, what this means, and what implications these ideas may have for dominant paradigms in philosophy of education.

This paper presents a discussion of some central ideas in anarchist thought, alongside an account of experiments in anarchist education. In the course of the discussion, I try to challenge certain preconceptions about anarchism, especially concerning the anarchist view of human nature. I address the questions of whether or not anarchism is utopian, what this means, and what implications these ideas may have for dominant paradigms in philosophy of education.

In this review, I argue that Erik Olin Wright’s Envisioning Real Utopias is necessary reading for anyone interested in thinking through the possibilities of creating noncapitalist ways of organising economic and social life in the world today. However, I also raise questions about Wright’s deterministic interpretation of Marx’s critique of political economy, his relative neglect of class-analysis, and his non-Gramscian conception of the relationship between the state, economy, and civil society.

In this article, Rosa Bruno‐Jofré and Jon Igelmo Zaldívar examine Ivan Illich's own critique of Deschooling Society, and his subsequent revised critique of educational institutions and understanding of education, within the context of both his personal intellectual journey and the general epistemological shift that started to take shape in the early 1980s. Bruno‐Jofré and Zaldívar consider how, over time, Illich refocused his quest on examining the roots of modern certitudes and explored how human beings are integrated into the systems generated (...) by those “certainties.” Illich engaged himself in historical analysis rather than providing responses to specific contemporary problems, while maintaining an interest in the relation between the present and the past. Under the metaphors of the word, the page, and the screen, he identified three great mutations in Western social imaginaries and the reconstruction of the individual self. Bruno‐Jofré and Zaldívar argue that while his written work, including Deschooling Society, generally had an apophatic character, his critique of education, particularly in the late 1980s and 1990s, is intertwined with his analysis of the parable of the Good Samaritan and his belief that modernity is an outcome of corrupted Christianity. (shrink)

There is a question mark hanging over the two great markers of modern civilization in the so-called Judeo-Christian, or more accurately Semitic-western-modern tradition: monotheism is the first of these two great markers. The second is the Project, that is, the idea that real life is elsewhere, messianism. Life must be saved, healed. Based on this structural schizophrenia and this transcendent project can we talk about a humanism? Our western civilization has reached saturation point. This saturation is expressed in a polytheism (...) of values. We should no longer search for a distant utopia, but utopias in the gaps, existential ‘makeshift’ forms, close at hand, that promote something like the emotional, the domestic. It is more a question of re-emerging humanisms, pantheisms, polytheisms, something structurally plural. A re-orientalization as well, an alternative to the monovalency of western culture. (shrink)

_Ideology and Utopia_ argues that ideologies are mental fictions whose function is to veil the true nature of a given society. They originate unconsciously in the minds of those who seek to stabilise a social order. Utopias are wish dreams that inspire the collective action of opposition groups which aim at the entire transformation of society. Mannheim shows these two opposing elements to dominate not only our social thought but even unexpectedly to penetrate into the most scientific theories in philosophy, (...) history and the social sciences. This new edition contains a new preface by Bryan S. Turner which describes Mannheim's work and critically assesses its relevance to modern sociology. The book is published with a comprehensive bibliography of Mannheim's major works. (shrink)

In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...) missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. (shrink)

In this essay, I take as a starting point Foucault’s rejection of two different ways of thinking about the future, prophecy and utopianism, and use this rejection as a basis for the elaboration of a more detailed rejection of them, invoking complexity-based epistemic limitations in relation to thinking about the future of political society. I follow Foucault in advocating immanent political struggle, which does not seek to build a determinate vision of the future but rather focuses on negating aspects of (...) the current conjuncture. I extend this argument into an ethical register, arguing that the same arguments apply mutatis mutandis to our personal lives. I conclude by engaging with Jacques Lacan’s account of subjectivity, and the interpretation of its political import furnished by Yannis Stavrakakis, drawing from these additional supports for my position, in particular the rejection of utopianism as an attempt to avoid limitation by the real. (shrink)

'At the beginning, with Thomas More, utopia sets out an agenda for the modern world. Today, five hundred years later, what are the uses of utopia?'. This paper provides an answer to this question by examining More's utopian 'method' which, it is suggested, offers a model way of thinking imaginatively and prospectively about the form and content of social reform in general and educational change in particular.

To measure the life `as it is' by a life `as it might or should be' is a defining, constitutive feature of humanity. The urge to transcend is nearest to a universal, and arguably the least destructible, attribute of human existence. This cannot be said, however, of its articulations into `projects' - that is, of cohesive and comprehensive programmes of change and of visions of life that the change is hoped to bring about - visions that stand out of reality, (...) adumbrating a fully and truly different, alternative world. For the constantly present transgressive urge to be articulated into such projects, some less common conditions must arise. Utopia is one of the forms such uncommon articulations may take. This article explores the conditions that defined that form - those of modernity in its initial `solid' stage, a form that was marked and set apart from other articulations of the transgression urge by two remarkable attributes: territoriality and finality. It is concluded that in the transgressive imagination of `liquid modernity' the `place' (whether physical or social) has been replaced by the unending sequence of new beginnings, inconsequentiality of deeds has been substituted for fixity of order, and the desire for a different today has elbowed out concern with a better tomorrow. (shrink)

This paper identifies four criteria, all of which an ideal real utopian proposal would meet. We argue for a moderate skepticism that it is possible to give a real utopian proposal to guide the design of education for a society that meets these criteria; both for the practical reason that what happens in schools depends on the background environment within which they operate, and for the principled reason that when educating children we should attend to their individual future well-being in (...) ways that militate against taking the risk that we are preparing them for an environment that they will not, in fact, inhabit. In place of a real utopian proposal, then, we embark on the easier task of defending a moderate set of feasible reforms that, implemented in the context of an unreformed US economy, would make the school system realize, somewhat better than it does, the principles that should guide the design of school systems in ideal and nonideal contexts. These include reducing the size of schools, lengthening the amount of time that children spend in school, and constructing cross-school standards that can guide professional development of teachers. (shrink)

“ S pace, K no w l edge and P o w e r ” , en tr ev i s t a r ea l i z a d a en 1982 y pub li cada en P aul R ab i no w , The Foucau l t R eade r , N ueva Y o r k, 1984. A quí se pub li ca de acue r do a l a ve r s i ón f r (...) ancesa, t r aduc i da por P ab l o Bli t s t e i n y Tadeo L im a. (shrink)

Wayne Hudson's Reform of Utopia is one of the most interesting of recent books. It challenges utopian-studies scholars because it poses some interesting questions, underlines unexplored points, and suggests new areas for research. Without doubt, it is a book that takes utopian thought seriously. In that line, The Reform of Utopia tries to remove some clichés about utopianism, bases its arguments on epistemology and ideology, and leaves history to one side. So, Hudson defends utopian thought against liberals since it is (...) not considered as totalitarian, and points out there is a chance to enhance democratic and pluralistic frameworks through utopian thinking. Hudson proposes to recover utopia as a crucial political concept for breaking down our dystopian times. (shrink)