The aim of this paper is to consider the standard objections put against the construction of metanarratives in the philosophy of history. The author distinguishes following intelectual sources questioning the grasp of Entirety in the philosophy of history: anti-naturalistic German philosophy of science, dogmatic Marxism, liberalism and postmodernism. Analysis of the content of these stances allows for disclose of hidden methodological and theoretical premises which are responsible for misunderstanding and critique of the historiosophical discourse.

Recent discussions concerned with the problematical human relationship with nature have justifiably focused on the important role that language plays in both defining and limiting knowledge of the natural world. Much concern about language among environmental thinkers has been focused at the semantic level—proposing and analyzing definitions of certain key terms, such as anthropocentric, biocentric, wilderness, ecology, or holistic. Work at the semantic level, however, has had very little effect in challenging the scientific metanarrative of nature which is based (...) on the primacy of objective knowledge. Using examples from three postmodern stories, we suggest that the only real challenge to the way humans presently construct and understand their relationship to nature can be found at the narrative level. In our discussion of these stories, we show that nature ceases to be a passive, designified object of the human eye. The result of these narrative shifts is a conception of nature composed of other subjects and otherrealities rather than a nature rendered meaningless by objectivity. (shrink)

Recently, James Smith and Merold Westphal have sought to reconcile Christianity with Lyotard’s definition of the postmodern – “incredulitytowards metanarratives” – by claiming that Christianity is not a metanarrative in Lyotard’s sense. This paper argues that their understanding of theLyotardian metanarrative is too restrictive, and that the term specifically includes Christianity within its scope. Despite this, though, there is a meansby which Christianity and Lyotard can be brought closer together. That method is to understand Lyotard’s refusal of metanarratives (...) as being tosome extent provisional. Combining this idea with Lyotard’s notion of the differend allows Christianity and Lyotardian postmodernism to be found, ifnot in agreement, at least to coexist. (shrink)

If Neil Postman, were alive today, what would he say to Prensky, the originator of the term, ‘digital native’, about the ways in which teachers should approach the wonders and perils of e-learning in their classrooms? As the Dean of a faculty of education which is devoted to both creating and critiquing a variety of digital teaching and learning strategies in K-12 and adult education contexts, I have kept a close eye on the developing metanarrative of the twenty-first century (...) skills movement. Arguments and anecdotes from the movement’s proponents concerning teachers’ technological accountability and competencies are attractive and compelling to some educators at the same time as they are oppressive and disturbing to others. In order to deconstruct the technophilic discourses of Prensky, Trilling, and Fadel, I juxtapose their work with Postman’s cautionary tales about totalitarian technocracy in schools. Postman wants educators to question their taken-for-granted assumptions about the ways in which they and their students should interact with technology. Prensky and his followers wish to provide educators with effective ways to involve their students in experiential learning partnerships through the use of serious gaming, e-books, crowdsourcing, and Facebook. As the views of Prensky and Postman are contrasted, a number of interesting issues emerge. What, for instance, is the nature of moral development and cultural identity formation when collective intelligence, hypertexts, and virtual relationships displace traditional textbook and face-to-face modes of learning? In this article, therefore, I attempt to synthesize the opposing perspectives of Prensky and Postman in order to establish a balanced and yet critical theory of the nature of e-learning. (shrink)

Recent discussions concerned with the problematical human relationship with nature have justifiably focused on the important role that language plays in both defining and limiting knowledge of the natural world. Much concern about language among environmental thinkers has been focused at the semantic level—proposing and analyzing definitions of certain key terms, such as anthropocentric, biocentric, wilderness, ecology, or holistic. Work at the semantic level, however, has had very little effect in challenging the scientific metanarrative of nature which is based (...) on the primacy of objective knowledge. Using examples from three postmodern stories, we suggest that the only real challenge to the way humans presently construct and understand their relationship to nature can be found at the narrative level. In our discussion of these stories, we show that nature ceases to be a passive, designified object of the human eye. The result of these narrative shifts is a conception of nature composed of other subjects and otherrealities rather than a nature rendered meaningless by objectivity. (shrink)

Open peer commentary on the article “Cybernetic Foundations for Psychology” by Bernard Scott. Upshot: Scott’s ideas of a unifying conceptual framework and metanarrative for the seemingly divergent psychology fields may be met with challenges. Four obstacles are presented, which can be addressed in order to mitigate resistance to Scott achieving his goal of cybernetics fulfilling these dual roles in the psychologies.

Sociological research on moral panics, long understood as “struggles for cultural power,” has focused on the social groups and media conditions that enable moral panics to emerge, and on the consequences of moral panics for the social control systems of societies. In this article I turn instead to modeling the specific cultural process of how the conditions for a moral panic are turned into an actual moral panic, moving the understanding of moral panic away from its Durkheimian origins and towards (...) a process-relational cultural sociology. Drawing on Roland Barthes’ theory of myth and Kenneth Burke’s dramatism, the paper posits the cultural process of resignification via synecdoche and metanarrative as the driver of the disproportion, concern, hostility, consensus, and volatility of moral panics. This process can be carefully traced in the case of the Salem Witch Trials; a retrospective reading reveals the same process at work in the “Mods and Rockers” panic analyzed by Stanley Cohen. Beyond moral panics, theorizing resignification as a non-exclusive counterpoint to framing and ideational embeddedness enriches the theoretical repertoire of cultural sociology. “Deep culture” and mythological signification can, using the schema proposed here, be understood as practical accomplishments—rhetorical responses to particular situations that, when performed successfully, legitimate violence and other forms of domination. (shrink)

In this article, I argue that African-American philosophy emerges from a socio-existential context where persons of African descent have been faced with the absurd in the form of white racism (This paper is a substantially revised version on an earlier article. See Yancy, G. (2011). African-American Philosophy through the Lens of Socio-Existential Struggle. Philosophy & Social Criticism, Volume 37: 551–574). The concept of struggle, given the above, functions as both descriptive and heuristic vis-à-vis the meaning of African American philosophy. Expanding (...) upon Charles Mills’ concept of non-Cartesian sums, I demonstrate the inextricable link between Black lived experience, struggle, and the morphology of meta-philosophical assumptions and philosophical problems specific to African-American philosophy. Because of the philosophical pretensions of white Western philosophy, with it claims to universal truth and objective knowledge, the particularity of African-American philosophical concerns with questions of embodiment and race is often deemed ersatz or non-philosophical. In this article, I argue that whiteness as the transcendental norm is productive of a form of ignorance endemic to Western philosophical practices that are myopic and hegemonic. Finally, African-American philosophy is theorized as a gift, as a critical counter-narrative that can be deployed to fissure Western philosophy’s narcissism. (shrink)

Risalat-al-Tayr is the symbolic story of the fall of the soul/intellect from the heavenly world, its being captivated in the mundane world, and its effort for liberation and eternal unification with intellectus agens. There are many symbols in the story including bird, hunter, trap, homesickness, journey, captivity, mountain etc. In this treatise, Avicenna proposes a supernaturalistic theory of the meaning of life, according to which the life will be meaningful only if a person discovers an essential goal in her life (...) and tries to reach it. It is necessary for the goal to be actually valuable and for the person to be actually successful in achieving that goal. The only choice for such a goal is God. For Avicenna, the meaning of life is tied to immortality of the soul, existence of God, the epistemic ability of intellect, and the possibility of human evolution to the extent that she will be eternally unified with intellectus agens. (shrink)

There are three main types of atonement, namely the ‘classic’ type where Christ is a Victor, the ‘Latin’ type where Christ is satisfaction and the type of ‘humanism’ in which God is Love. These three types contain language of violence. However, the most striking language of violence is the ‘Latin’ type, where God is seen as the Angry one, who is thirsty for blood and asking to be satisfied. The sacrifice of redemption is seen as the idea of ‘bribe to (...) God’. Some theologians reject this idea and look for other alternatives. This article aims to find other alternatives while maintaining the idea of redemption sacrifice. The author uses a Jewish perspective in reading the Bible. From the entire Bible metanarrative, the authors construct the theory of atonement by focusing on the idea of Besorat Hageulah, the Gospel of redemption. On the cross is the sacrifice for redemption that expresses God’s justice and love. The bloodshed on the cross is not to satisfy God, who is angry, but as a sign of God’s love for humans according to the demands of justice ‘life shall go for life’ (KJV, Dt 19:21).Contribution: This article is interdisciplinary in the sense that it touches on issues such as redemption, mercy and peace. In this article, the author has shown how redemption brings peace and love. The implication is in the life of the nation and state as God’s creatures. (shrink)

This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the purpose and tensions (...) of articulating process as more important than product in early childhood. It is argued that the articulation of the child as a particular kind of process‐oriented player leads to an uncritical acceptance of technologies of governing the child. Furthermore, discourse asserting the importance of processes of play reveals a crisis in understanding what it means to be a player, and what the purpose of the process of play might be. Process contributes to a narrow understanding of a performative purpose of play as a processing of information. A role of the educator, this paper argues, is then to critically engage with the transmission of the theme of process. (shrink)

This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the purpose and tensions (...) of articulating process as more important than product in early childhood. It is argued that the articulation of the child as a particular kind of process‐oriented player leads to an uncritical acceptance of technologies of governing the child. Furthermore, discourse asserting the importance of processes of play reveals a crisis in understanding what it means to be a player, and what the purpose of the process of play might be. Process contributes to a narrow understanding of a performative purpose of play as a processing of information. A role of the educator, this paper argues, is then to critically engage with the transmission of the theme of process. (shrink)

In his Gospel, John reveals this key leadership principle: effective leaders harness the power of narrative to illuminate the metanarrative and connect people to it. John uses narrative techniques to make invisible spiritual realities visible and thus succeeds in connecting people to the metanarrative. John forges a link between people and the metanarrative by showing individuals how their own stories fit into the biblical metanarrative, fulfilling his purpose: ‘These are written that you may believe…’. The church (...) is transmitted through the ages by leaders who write. Because the metanarrative is a story and story is accessible to all audiences, the biblical metanarrative is not dependent on culture, time, or context; it transcends the ages, enabling John to lead and write from the present as well as for the future. Thus, John illuminates the metanarrative not only for the infant church but for all Christians to come. Christian leaders today also need to communicate so their people can see their place in the metanarrative of Scripture. (shrink)

Fredric Jameson, Postmodernism or the Cultural Logic of Late Capitalism Duke University Press, 1991.

Postmodemism's censure of metanarratives expresses a moral claim and moral concern about those who have spawned injustice in the name of Truth. Ironically, while this censure is an indictment against the historic failures of the Christian church, it is also a corroboration of Christian theology. On postmodernism, a moral claim must be understood either instrumentally (emotivism or prescriptivism) or ideally (subjectivism or intersubjectivism), and neither is adequate. Rather, the moral claim requires moral realism. Moral realism, however, is best explained by (...) theism. While sharing many of postmodemism's moral concerns, theism—especially Christian theism—can best enable and satisfy these concerns, whereas postmodernism can only frustrate them. Thus, theism uniquely enables moral accountability, communication, and tolerance. Moreover, Christian theism, in virtue of the incarnation, crucifixion, and resurrection of Jesus, uniquely redeems moral concerns from futility and offers hope to those concerned for justice. (shrink)

Abstract This paper addresses the teaching of mandatory ethics courses in a military context, with particular reference to the Service Academies of the United States Armed Forces. In seeking to optimize the core ethics course's potential to develop Midshipmen and Cadets' moral reasoning skills I suggest a model that employs case-based scenarios, woven together into a metanarrative, in place of the traditional historical case study and in a manner that gives students deliberate, guided practice in ethical decision-making. The described (...) model also commends a resource- and pedagogy-driven partnership between civilian philosophers/ethicists and senior military officers in teaching the course. Also proposed is the deliberate use of a simple but formal method of applying the central ethical theories usually taught in such courses, what I call ?ethical triangulation?. The employment of Computer Aided Argument Mapping is also recommended. (shrink)

A key consequence of globalisation is the integrative approach to reality whereby emphasis is placed on interdependence. Religion being an expression of human culture is equally affected by this cultural revolution. The main objective of this paper is to examine how religious affiliation, among Christians, influences attitudes towards the application of psychological sciences to the assuagement of human suffering. The sociological theory of structural functionalism was deployed to explain attitudinal appraisal. Ethnographic methodology, through quantitative analysis of administered questionnaire, was also (...) used. The study reveals that religious tenets largely shape attitudinal appraisal and redefine the borders of globalisation’s metanarratives. (shrink)

The English translation of Habermas's The Structural Transformation of the Public Sphere converges with a recent trend toward the revival of the "political culture concept" in the social sciences. Surprisingly, Habermas's account of the Western bourgeois public sphere has much in common with the original political culture concept associated with Parsonian modernization theory in the 1950s and 1960s. In both cases, the concept of political culture is used in a way that is neither political nor cultural. Explaining this peculiarity is (...) the central problem addressed in this article and one to follow. I hypothesize that this is the case because the concept itself is embedded in an historically constituted political culture (here called a conceptual network)-a structured web of conceptual relationships that combine into Anglo-American citizenship theory. The method of an historical sociology of concept formation is introduced to analyze historically and empirically the internal constraints and dynamics of this conceptual network. The method draws from new work in cultural history and sociology, social studies, and network, narrative, and institutional analysis. This research yields three empirical findings: this conceptual network has a narrative structure, here called the Anglo-American citizenship story; this narrative is grafted onto an epistemology of social naturalism; and these elements combine in a metanarrative that continues to constrain empirical research in political sociology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Empire Writes Back, With A VengeanceDenis DuttonOne of the more uplifting aspects of the turn toward theory in recent years has been the growth of postcolonial cultural studies. Postcolonial studies are in actuality constituted by counterdiscoursive, decolonizing practices which acknowledge the recognition of minority discourses, deconstructing hegemonic texts and imperialist metanarratives, opposing unduly overprivileging Western canonical paradigms of “literature,” and—well, you know what I mean. As Benita Parry (...) so lucidly explains, “The labor of producing a counter-discourse displacing imperialism’s dominative system of knowledge rests with those engaged in developing a critique from outside its cultural hegemony.” And what an awesome labor it is. The noted postcolonial theorist Georg M. Gugelberger sums things up by saying (I’m not inventing this) “postcolonialism can be conceptualized as the last bulwark against an encroaching total capitalism.”But what of the struggling masses of oppressed peoples whose interests and cultural sensitivities are so caringly looked after by practitioners of postcolonial studies? How do they feel about the fact that the only thing standing between them and “total capitalism” is resistance being mounted in a comparative literature department in Idaho, or someplace? This is a question seldom asked, let alone answered. Fortunately, new light has been thrown on the matter with the arrival of a booklet at this journal. Indian History from Above and Below, by Rukun Advani, is published by Ram Advani, probably a member of the family, in Lucknow. It is dedicated to “all Bengali intellectuals and those whose dollar salaries rise in proportion with obscurity and jargon.” Advani notes in his preface that although Bengali intellectuals talk torrents in their native tongue, when they [End Page 198] disseminate their thoughts abroad, they translate into a “clogged, colonial, unfluid flow,” with footnotes such as: “Derrida; ibid.; see my recent essay on the modes and moods of Foucault in JPS, III.iii, 3–333; on Lacan, see Lacan, On Lacan; Barthes, how many times a day do you have one in summer; idem., do you really?; differentiated peasantry; undifferentiated peasantry; for a feminist, though partially anthropologized, hermeneutic-critical discourse on the post-colonial subversive dimensions of the undifferentiated middle peasant in Midnapore district in June 1959, see the provocative controversy between Ranajit da and Amiya da in Gayatri di, ed., Gendered, Gendered, O Most Gendered: Epistemology and the Male Menopause in Bengal between June 1959 and July 1959 (Oxford University Press, forty years later).”The first of the booklet’s two essays, “Indian History from Below: a Swiftian Consideration,” discusses a neglected but “important arena of subaltern existence, namely the history of belching, wind-breaking and defecation.” Just to name these three functions posits “a bourgeois hierarchy of disgust with what Marx, in one of his most decisively Derridesque reflections, termed ‘The Asiatic Commode of Production.’” Beginning with the Foucauldian notion of “the peasant’s overdetermined relative autonomy from the olfactory,” Advani describes “the Barthesian notion of the impossibility of critical transcendence by the historian into either the symbiotic acculturation of the pastness, and indeed the presentness, of the present-subject, or indeed the even greater epistemological and hermeneutic problems posed by attempting a recreation of the ontological presuppositions of the peasant.” Much of this is elaborated in the classic essay by Professor Lavatri Lavatory Spewhack, “The Post-Colonial Lavatory and Its Radical Implications for Nomenclaturing Among Gendered and Subalternized Third World Expatriate-Marxist-Feminists in the First and Second Worlds: A Derivative Discourse Decoded.”The debt that Rukun Advani owes to Professor Spewhack is clear from the sheer number of his references to books and articles by her. These include, on the subject of toileting, Master Disgusted, Native Disgusting: a Perspective on Peasants from 250,000 Dollars per Annum, “On the Symbolic Hegemony of Subsection Numbers in a Gendered and Subalternized Post-Colonial Context: A Derivative Discourse Decoded” (in The Phenomenology of Praxis and the Praxis of Phenomenology in a Postmodern Residential Colony), “The Violence of Steam and the Episteme of Violence: Foucault’s Views on Hot Air Balloons” (in Obscurata), and even parts of her autobiography: The Larger than Life of Lavatri Lavatory [End Page 199] Spewhack (chapter titled “My Collected Phonecalls and Faxes”). While some... (shrink)

This essay is framed by conflict between Christianity and Darwinian science over the history of the world and the nature of original human personhood. Evolutionary science narrates a long prehuman geological and biological history filled with vast amounts, kinds, and distributions of apparently random brutal and pointless suffering. It has also unveiled an original human person with animal psychosomatic heredity. This narrative seems to discredit Christianity's metanarrative of the Fall—Paradise Lost and Paradise Regained. The author contends that the Augustinian (...) story and its character of Adam are implausible, anyway, for reasons of theology and apologetics. He proposes that Christians adopt instead a Supralapsarian metaphysics of original human personhood and existence that grows from the intuitions of Irenaeus. The outcome will be improved Christian theology, more persuasive theodicy, and, above all, peace with Darwinian science. (shrink)

This article engages with the arguments forwarded by Perez Zagorin against the possible consequences of postmodernism for history as it is currently conceived of particularly in its "proper" professional/academic form . In an overtly positioned response which issues from a close reading of Zagorin's text, I argue that his all-too-typical misunderstandings of postmodernism need to be "corrected"-not, however, to make postmodernism less of a threat to "history as we have known it," or to facilitate the assimilation of its useful elements (...) while exorcising its "extremes." My "corrections" instead forward the claim that, understood positively and integrated into those conditions of postmodernity which postmodernism variously articulates at the level of theory, such theory signals the possible "end of history," not only in its metanarrative styles but also in that particular and peculiar professional genre Zagorin takes as equivalent to history per se. And I want to argue that if this theory is understood in ways which choose not to give up the "discourse of emancipation" after the failure of its first attempt in the "experiment of modernity," then this ending can be considered "a good thing.". (shrink)

The English translation of Habermas's The Structural Transformation of the Public Sphere converges with the revival of the "political culture concept" in the social sciences. Surprisingly, Habermas's account of the Western bourgeois public sphere has much in common with the original political culture concept associated with Parsonian modernization theory in the 1950s and 1960s. In both cases, the concept of political culture is used in a way that is neither political nor cultural. Explaining this peculiarity is the central problem addressed (...) in this article and its companion piece, which appeared in Sociological Theory, volume 3, number 2 (1995). I hypothesize that this is the case because the concept itself is embedded in an historically constituted political culture (here called a conceptual network)-a structured web of conceptual relationships that combine into Anglo-American citizenship theory. The method of an historical sociology of concept formation is used to analyze historically and empirically the internal constraints and dynamics of this conceptual network. The method draws from new work in cultural history and sociology, social studies, and network, narrative, and institutional analysis. This research yields three empirical findings: this conceptual network has a narrative structure, here called the Anglo-American citizenship story; this narrative is grafted onto an epistemology of social naturalism; and these elements combine in a metanarrative that continues to constrain empirical research in political sociology. (shrink)

Postmodernism has evoked great controversy and it continues to do so today, as it disseminates into general discourse. Some see its principles, such as its fundamental resistance to metanarratives, as frighteningly disruptive, while a growing number are reaping the benefits of its innovative perspective. In Political Theory and Postmodernism, Stephen K. White outlines a path through the postmodern problematic by distinguishing two distinct ways of thinking about the meaning of responsibility, one prevalent in modern and the other in postmodern perspectives. (...) Using this as a guide, White explores the work of Heidegger, Foucault, Derrida, Lyotard, and Habermas, as well as 'difference' feminists, with the goal of showing how postmodernism can inform contemporary ethical-political reflection. In his concluding chapter, White examines how this revisioned postmodern perspective might bear on our thinking about justice. (shrink)

Calling for an expanded framework of EuroAmerican science's methodology whose perspective acknowledges both quantitative/etic and qualitative/emic orientations is the broad focus of this article. More specifically this article argues that our understanding of shamanic and/or other related states of consciousness has been greatly enhanced through ethnographic methods, yet in their present form these methods fail to provide the means to fully comprehend these states. They fail, or are limited, because this approach is only a “cognitive interpretation” or “metanarrative” of (...) the actual experience and not the experience itself. Consequently this perspective is also limited because the researcher continues to assess his or her data through the lens of their symbolic constructs, thereby preventing them from truly experiencing shamanic and psi/spirit approaches to knowing since the data collection process does not “in and of itself” affect the observer. We, therefore, need expanded ethnographic methods that include within their approaches an understanding of methods and techniques to experientially encounter these states of consciousness—and become transformed by them. Our becoming transformed and then recollecting our ethnoautobiographical experiences is the means toward a new kind of science and its methods of inquiry that this article seeks to encourage. (shrink)

Hryhorii Skovoroda's philosophy is distinguished by a variety of interests and a combination of different genres of the embodiment of philosophical ideas. Skovoroda's philosophical views were reflected in his various life practices in different ways. And yet these different practices harmoniously support each other, ensuring the successful integral self-support of Hryhorii Skovoroda both as a philosopher and as a person. He highly valued the importance of practice for human improvement, but did not develop a special concept of practice of his (...) own. Since Skovoroda himself did not clearly distinguish different types of practices, it is necessary to reconstruct them based on modern ideas about possible philosophical practices. Among the various types of philosophical practices, which are distinguished by modern philosophy and some signs of which can be found in the life and work of Hryhorii Skovoroda, the following were found: practices similar to avoiding metanarratives; practices similar to deconstruction; practices of metaphorization; informational diet practices; improvisation practices; practices of avoiding the effects of the society of the spectacle; spiritual self-reference practices; critical thinking practices; social networking practices. The article attempts a reverse theoretical reconstruction of Hryhorii Skovoroda's philosophical practices. That is, from the standpoint of modern philosophical concepts, the meaning of those life practices that Hryhorii Skovoroda adhered to when he embodied his philosophical views in his actions, mostly without unnecessary declarations, has been partially reconstructed. Skovoroda's practical philosophy was not built by him as a theoretical system, although his life clearly shows the coherence of various life practices. All the practices followed by Hryhorii Skovoroda were fundamentally philosophical – he lived like a philosopher and approached everything like a philosopher, with a philosophical heart and a philosophical head. There were many of these practices, and this article mentions only some of them, namely those that seem significant to us today in the light of the later development of European philosophy – as we know it to this day. It is quite likely that other philosophers of our time, and even more so philosophers of the future, will see in Skovoroda's philosophical life also other various practices. (shrink)

The modern slavery literature engages with history in an extremely limited fashion. Our paper demonstrates to the utility of historical research to modern slavery researchers by explaining the rise and fall of the ethics-driven market category of “free-grown sugar” in nineteenth-century Britain. In the first decades of the century, the market category of “free-grown sugar” enabled consumers who were opposed to slavery to pay a premium for a more ethical product. After circa 1840, this market category disappeared, even though considerable (...) quantities of slave-grown sugar continued to arrive into the UK. We explain the disappearance of the market category. Our paper contributes to the on-going debates about slavery in management by historicizing and thus problematizing the concept of “slavery”. The paper challenges those modern slavery scholars who argue that lack of consumer knowledge about product provenance is the main barrier to the elimination of slavery from today’s international supply chains. The historical research presented in this paper suggests that consumer indifference, rather than simply ignorance, may be the more fundamental problem. The paper challenges the optimistic historical metanarrative that pervades much of the research on ethical consumption. It highlights the fragility of ethics-driven market categories, offering lessons for researchers and practitioners seeking to tackle modern slavery. (shrink)

This article locates Fredric Jameson’s Allegory and Ideology (2019) in the context of the broader trajectory of his career-long critique of the bourgeois centred subject. It argues that, for Jameson, the project of critique requires systematic depersonalisation at the level of thought. Contrary to negative liberal humanist interpretations of depersonalisation, Jameson stresses its hidden, revolutionary potential. Where his earlier work eschewed metanarratives of modernity premised upon shifts in subjectivity, preferring conjunctural or situational analyses, his more recent work – Antinomies of (...) Realism (2013) and Allegory and Ideology in particular – develops a materialist version of just such metanarratives. The article concludes with a detailed application of Jameson’s allegorical method to the figure of the ‘person’ under capitalism, which can be sub-divided into the four levels of: individual, citizen/juridical person, infrastructural personifications, and the realm of social reproduction. (shrink)

The destruction of the temple in Jerusalem by the Romans in AD 70 was an unquestionably traumatic event in the history of the Jewish people. By all accounts it was a social, political, and theological disaster. As such, contemporary Jewish figures wrestled with the meaning of the event. This article analyses the efforts by two figures in this internal Jewish dialogue to provide this meaning, namely, the historian Josephus and Jesus of Nazareth. We will see that in both cases the (...) meaning of the destruction was rooted in the firm conviction of the God of Israel’s existence and his self-revelation in Scripture. The temple was destroyed not apart from God or in spite of God, but in full accordance with his will. This will, moreover, was judged to be accessible through Scripture, both in terms of its prophetic value and its establishment of a metanarrative – redemptive history – that provided a framework for historical events. In addition, the reason for the destruction was judged by both to be the sins of (certain) people. The major difference between them lay rather in the question of which sins exactly were judged to be responsible. (shrink)

This article looks at the contribution of secularisation debates to a critical theory of society. As the relations between the ‘religious’ and ‘secular’ aspects of modern life grow more vexing, it argues critical theory must eschew its previous secularisation-as-progress metanarrative. Instead, processes of secularisation are better understood as those relationships between public and private beliefs and practices that take place at the boundaries between modern society’s commitment to procedural institutions and substantive value commitments. The article then revisits four different (...) understandings of secularisation that, coming from a variety of intellectual traditions, help us redefine it beyond an exclusive focus on institutional religions: normative questions on the rise and decline of autonomous values; temporal questions on the self-positing of modernity as an historical epoch; political questions on the desacralisation of modern sovereignty and practical questions on the non-technological dimensions of technology. This framework is put to the test in relation to the procedural challenge of democratic fallibility and the substantive challenge of planetary survival. (shrink)

A crisis of our age that is usually identified with the loss of the sacred was one of the causes of the fall into irony in the nineteenth century. In the case of historians, as Hayden White has shown in Metahistory, this irony was caused by a "bitterness" stemming from the failure of reality to fulfill their expectations. An ironic apprehension of the world arose in an atmosphere of social breakdown or cultural decline. A current stage of irony manifests itself (...) in a doubt as to the capacity of language to grasp reality. Thus we live in a "prison house of language." An intellectual parlor-game produces "second-hand knowledge" that cannot satisfy the needs of post-postmodern men and women still looking for another metanarrative. Therefore, the main purpose of this essay is to answer the question: how can we go beyond irony?This text is a "post-postmodern post mortem to postmodernism." I am grateful to postmodernism for many things, especially for giving me an alternative apprehension of the world in terms of difference and continuity rather than binary oppositions, but I am tired of ontological insecurity and epistemological chaos. I need order. I miss metanarrative.In trying to break with some modern/postmodern "principles" and retain within my discourse the premodernist perspective, I follow the current trend in the humanities. We observe at present the breakdown of methodology and the rise of a more poetic approach in the human sciences. Evidence of this phenomenon is the more autobiographical form of writing in anthropology and a more literary style in historical writing . This trend is associated with a revaluation of the subjective aspects of research. Perhaps, and I would welcome it, it also could be identified with a reappearance of a Collingwoodian idea of history as human self-knowledge, knowledge about human nature, knowledge about "what it is to be a man . . . what it is to be the kind of man you are . . . and what it is to be the man you are and nobody else is.". (shrink)

ABSTRACTThis article asks whether the philosophy of Paul K. Feyerabend can be reasonably classified as postmodernist, a label applied to him by friends and foes alike. After describing some superficial similarities between the style and content of both Feyerabend’s and postmodernist writings, I offer three more robust characterisations of postmodernism in terms of relativism, ‘incredulity to metanarratives’, and ‘depthlessness’. It emerges that none of these characterisations offers a strong justification for classifying Feyerabend as ‘postmodern’ in any significant sense. Indeed, what (...) does emerge is that Feyerabend’s work was fundamentally informed by a humanitarian vision of the value of science that is, in fact, strikingly modern. (shrink)

This essay is a critical discussion of Dipesh Chakrabarty’s book Provincializing Europe as well as a first sketch of a History on Equal Terms. After giving a short summary of Provincializing Europe, I first argue, against Chakrabarty, that there is no necessary connection between the discipline of history and the metanarratives of modernity. To the contrary: the founding idea of the discipline of history was a turn against such grand narratives. With his attempt to deconstruct the narratives of the European (...) Enlightenment and of modernity, Chakrabarty therefore has to be regarded as a thinker of radical historicism rather than as a critic of the discipline of history. Second, I criticize the use of the term “modernity” in Provincializing Europe and the concept of modernity in general. Instead of a deconstruction of the discipline of history, I propose a deconstruction of the concept of modernity. This could open up the way for a History on Equal Terms situated within the discipline of history, that is, a historiography that would—just as Chakrabarty rightly demands—in principle pay the same attention to and expect relevant results from any region in the world, depending only on the focus of research. (shrink)

Pragmatism has enjoyed a major resurgence in Anglo-American philosophy over the course of the last decade or two, and Robert Brandom’s work – particularly his 1994 tome Making it Explicit (MIE) – has been at the vanguard of this resurgence (Brandom 1994).2 But pragmatism comes in several surprisingly distinct flavours. Authors such as Hubert Dreyfus find their roots in certain parts of Heidegger and in phenomenologists such as Merleau-Ponty, and they privilege embodied, preconceptual skills as opposed to discursive practices as (...) the basic sites of meaning and agency (Dreyfus 1991; Dreyfus 1992; Todes 2001). With strong inheritances from Dewey and Wittgenstein, Richard Rorty has championed a pragmatism whose core emphasis is on the rejection of transcendental truth and high metaphysical theorizing (Rorty 1982), and this anti-theoretical banner has been taken up by several prominent ethicists, among others. For his part, Brandom, who purports to offer a systematic theory of language and meaning grounded on a foundation of pragmatic normative relationships between speakers, looks back instead to Sellars and Quine for his stripe of pragmatism. Near the start of MIE, he writes: The explanatory strategy pursued here is to begin with an account of social practices, identify the particular structure they must exhibit in order to qualify as specifically linguistic practices, and then consider what different sorts of semantic contents those practices can confer on states, performances, and expressions caught up in them in suitable ways. (Brandom 1994, xiii) Despite his professed pragmatism, Brandom is no foe of high theory or metanarratives, and he is vastly more interested in language and theoretical reason than in the rest of human bodily activity. For Brandom, inferentially articulated discourse forms an autonomous domain of normativity, while our bodily encounters with the world in perception and in action serve as language entry and exit points respectively.. (shrink)

As a grand narrative of progress, the utopian project of modernity is primarily concerned with notions of rationalism, universalism, and the development of a metalanguage. The triumph of the Moderate Enlightenment has seen logics of domination, accumulation and individualism incorporated into the project of modernity, with these logics giving rise to globalised capitalism as the metalanguage of modernity and neoliberal economics as the grand narrative of rational progress. The project of modernity is all but complete, requiring only the formality of (...) an end. However, rather than utopia, the foreseeable endpoint of modernity is environmental collapse, with neoliberal economics also serving as a grand narrative of environmental destruction. As an anti-modern response, postmodernism has been a triumphant failure. While there is much to be gained from the postmodern critique of modernity, its incredulity towards metanarratives has left it incapable of forming an adequate response to modernity, especially in regards to action on climate change. Postmodernism is better characterized as a crisis located within modernity itself and it will be argued that rather than the pursuit of the modern or the post-modern, we need to re-imagine ourselves as proto- historical to overcome the impasse of late-capitalism. (shrink)

The reasons supporting the ‘Racial Contract’ are reasons supporting the ‘metanarrative,’ which explains the Racial Contract. They are not reasons supportive of actions pertinent to undoing the Racial Contract, but reasons supportive of behavior pertinent to objectively confirming the ‘metanarrative’ of the ‘Racial Contract’ and rightfully establishing its place in political philosophy. This paper shall attempt to address these matters and their consequences.

In "The Crisis of Meaning and the Life-World, " Lubica Ucnik examines the existential conflict that formed the focus of Edmund Husserl s final work, which she argues is very much with us today: how to reconcile scientific rationality with the meaning of human existence. To investigate this conundrum, she places Husserl in dialogue with three of his most important successors: Martin Heidegger, Hannah Arendt, and Jan Patocka. For Husserl, 1930s Europe was characterized by a growing irrationalism that threatened to (...) undermine its legacy of rational inquiry. Technological advancement in the sciences, Husserl argued, had led science to forget its own foundations in the primary life-world: the world of lived experience. Renewing Husserl s concerns in today s context, Ucnik first provides an original and compelling reading of his oeuvre through the lens of the formalization of the sciences, then traces the unfolding of this problem through the work of Heidegger, Arendt, and Patocka. Although many scholars have written on Arendt, none until now has connected her philosophical thought with that of Czech phenomenologist Jan Patocka. Ucnik provides invaluable access to the work of the latter, who remains understudied in the English language. She shows that together, these four thinkers offer new challenges to the way we approach key issues confronting us today, providing us with ways to reconsider truth, freedom, and human responsibility in the face of the postmodern critique of metanarratives and a growing philosophical interest in new forms of materialism.". (shrink)

Lyotard defines being postmodern as an ‘incredulity toward metanarratives’. Such incredulity includes, in particular, skepticism vis-à-vis Enlightenment ideals like autonomy. Motivated by such skepticism, several educational scholars put into question education for autonomy as it is practiced in the formal settings of national school systems. More specifically, they criticize that practices of autonomy education can have certain normalizing and ideological e￿ects that undermine the aim of creating autonomous subjects. This article examines these critiques of education for autonomy and argues that (...) they are best understood as calls for reforming educational practices, and not as outright rejections of education for autonomy. Thus, since the allegedly ‘postmodern’ critiques of autonomy education cannot be plausibly understood as radical ruptures with Enlightenment ideals, the article concludes that these critiques represent (merely) constructive self-critical reflections on what Habermas dubbed the ‘unfinished project of modernity’. (shrink)

This book punctuates the moments of crisis in continental thought from the foundational crisis of reason in Husserl’s call for a rigorous science of phenomenology to the current crisis of postmodernism and its rejection of Husserl’s metanarrative of history and rationality. The mediating links between these moments is the centrality of the epochal history of Being, the power of cultural and disciplinary practices, and the dispersal of meaning in the post-Husserlian and post-subjective philosophies of Heidegger, Foucault, Derrida, and others. (...) Included here are the thoughts of leading scholars who critically discuss Husserl’s analysis of the crisis of Western thought and the importance of the concepts of “world” in Husserl’s early writings. The authors analyze the deprivileging of philosophy as social critique through the text of Husserl, Habermas, Foucault, and recent feminist theory. They examine the end of the epistemological and morally autonomous subject in continental thought. Together, these thoughts articulate multiple points or moments of crisis without cure or end. (shrink)

Metagnosis, as a text, is an exercise in metanarration: Throughout the book, Danielle Spencer pulls together medical and medicalized storytelling and self-identification accounts to make sense of a plot device that had remained unnamed. "Metagnosis," as coined by Spencer, refers to the dynamic process of learning later in life that one has a medical condition or that part of oneself can now be medicalized. For example, Spencer recounts how "discovering" her lack of stereopsis as an adult affected her understanding of (...) medicine and of her own identity. In a broader sense, metagnosis refers to learning any information that causes one to question one's self-understanding and, indeed, our understanding of knowledge in... (shrink)

Cover -- Title -- Copyright -- Contents -- Citation Information -- Introduction -- 1 The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child -- 2 Child-Rearing: On Government Intervention and the Discourse of Experts -- 3 Out of Place: Economic Imperialisms in Early Childhood Education -- 4 The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? -- 5 Narrative Identity and Early Childhood Education -- 6 Global Crisis: Local Reality? (...) An International Analysis of 'Crisis' in the Early Years -- 7 Otherness 'Without Ostracism or Levelling': Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education -- 8 Meetings Across the Paradigmatic Divide -- 9 An Encounter with 'Sayings' of Curriculum: Levinas and the Formalisation of Infants' Learning -- 10 My Feelings: Power, Politics and Childhood Subjectivities -- 11 In Early Childhood: What's Language About? -- Index. (shrink)