The Institute of Social Research, from which the Frankfurt School developed, was founded in the early years of the Weimar Republic. It survived the Nazi era in exile, to become an important centre of social theory in the postwar era. Early members of the school, such as Adorno, Horkheimer and Marcuse, developed a form of Marxist theory known as Critical Theory, which became influential in the study of class, politics, culture and ideology. The work of more recent members, (...) and in particular Habermas, has received wide attention throughout Europe and North America. Tom Bottomore's study takes a new and controversial look at the contributions of the Frankfurt School to modern sociology, examining several issues not previously discussed elsewhere. He discusses the neglect of history and political economy by the critical theorists, and considers the relationship of the later Frankfurt School to the radical movements of the 1960s and the present time. His critical analysis makes the school's writers accessible, through an assessment of their work and an exploration of the relationship of Critical Theory to other forms of sociological thought, especially positivism and structuralism. (shrink)

" -- Seyla Benhabib, Harvard University "Winner, 1996 Elaine and David Spitz Book Prize for the best book on liberal and democratic theory, Conference for the Study of Political Thought.

청대 고증학은 고전과 경전의 복원(復原)을 통한 법고창신(法古創新) 온고지신(溫故知 新)의 방법론을 주창한 고전주의 학파이다. 하지만 18세기 고증학을 수용하였던 조선의 유학계는 협소한 자구(字句) 해석과 문자학적 훈고(訓誥)에 집중하는 고증학의 경전고변 이 학문적 실용성이 있는가에 대한 의문을 제기하며 또 하나의 지적유희에 젖어들어 훈고 적학 공리공론으로 고증학이 빠져들 것이라는 우려를 떨쳐내지 못하였다. 하지만 조선 중, 후기 유학자들이 고증학 전반에 대하여 비판적인 시각을 견지했던 것 은 아니다. 명청 교체기 초기 고증학의 명대 3대 유로(遺老)인 고염무, 황종희 왕부지 등 에 대해서 조선의 유학계에서는 매우 긍정적이고 우호적인 입장을 모여주는 (...) 것들이 자주 나타난다. 이들의 특징은 경세치용의 실용적 경세론을 주창하는 학자들이었다는 것이다. 명말청초 경세치용의 고증학은 근본적으로 공사 사를 대립적 개념으로 상정했던 송대 성리학과 달리, 공 사의 통일적 관계에 주목한다. 이와 같은 공과 사의 경계 허물기는 조 선 실학사상에서는 결코 피해 갈 수 없는 것이었다. 이에 대한 조심스러운 수용은 기호 남 인계 성호학파에서부터 제기되는 것으로 보인다. 또한 이것은 노론계 북학파에서는 사욕과 탐욕을 위한 근대 자본주의 욕망구조의 승인 이 아닌 국가공동체의 공익을 위한, 즉 공적 영역에서의 사리(私利)의 수용으로 나타난다. 또한 재화와 욕망의 공적 수용이라는 측면에서 유교주의적 경세론에서 벗어나지 않으며 이용후생학파의 이론적 토대가 되기도 한다. 이외에도 황종희의 사회개혁론은 정약용과 최한기 등 당시 조선실학자들에게 막대한 사회사상적 영향을 주었으며 조선 후기 실학사상의 민권 민본주의의 근간을 제공한 것이 다 이렇게 명말청초 초기 계몽파 고증학의. 경세치용적 개혁사상은 조선 실학사상의 사회 변혁 사상의 근간이 되었음은 분명하다. (shrink)

In recent years there have been increasing calls to ‘decolonize’ the curriculum across different levels of education. This has been met with significant opposition at both the school and university levels. For many, there is a lack of clarity concerning why students, particularly in school, should study a decolonized curriculum. I reflect on the notion of an ‘epistemic urgency’ to decolonize the secondary school curriculum in England, and I focus particularly on History and Religious Education (RE) as (...) examples. Using theories of epistemic injustice, and my own experiences in teaching, I build the case for this ‘urgency’ from two arguments: one from justice and one from purpose. On justice, I argue that current curricula create negative epistemic consequences that we might consider to be unjust. On purpose, I argue that some curricula also fail to meet the purposes that they are intended to meet, thereby creating further negative epistemic consequences. On both arguments, I hope to show that the negative epistemic consequences create an ‘urgency’ to decolonize curricula, which I hope encourages educators in England and beyond to begin considering whether decolonizing their curricula will lead to better outcomes for their learners. (shrink)

School effectiveness research together with what is now described as the 'school improvement movement' has captured both the Conservative and New Labour imaginations as a basis for educational planning and policy making in the UK. Internationally school effectiveness enjoys and expanding and enthusiastic audience. This book provides a critique of this research genre, particularly in the light of the recent calls for teaching to go 'back to the basics'. The editors argue that this school effectiveness research (...) is simplistic in its analysis of educational problems. Far from getting to the bottom of the problem of failing students and schools, they argue, these 'movements' are merely scratching at the surface of the problems and coming up with notions for superficial improvements. (shrink)

The works of the Huang-Lao school include the seven chapters of "Tian di" , "Tiandao" , "Tianyun" , "Zaiyou, xia" , "Keyi" , "Shanxing" , and "Tianxia" . In the following we shall refer to these collectively, and by way of abbreviation, as the "Heaven's Way" chapters. Of this group of "essays," the "All Under Heaven" chapter appeared relatively early in time, whereas all the others represented later works in the book Zhuang Zi. In general, however, they all were (...) works produced in the pre-Qin era. The ideas presented by this group of essays are significantly different from those contained in the "inner chapters" of Zhuang Zi, and there are also clear and important differences between the Huang-Lao school and the other schools—namely, the Shu Zhuang school and the Wu Jun school—of latter-day Zhuang Zi thinkers. The ideas presented here of the Huang-Lao school, however, are basically consistent with the characteristics of the ideas conveyed in the "silk-scroll" ancient books on the teachings ascribed to the Yellow Emperor and to Lao Zi that have been discovered in Han-dynasty tombs, and with the way in which Sima Tan described and critiqued the school of Daoism. Therefore, we have called the authors of this group of essays the Huang-Lao school among latter-day Zhuang Zi thinkers. The works of the Huang-Lao school are not only material for the study of the evolving conditions within Zhuang Zi philosophy, but are also important grist for the mill in the study of the "teachings of the Yellow Emperor and of Lao Zi". (shrink)

This book presents an historical and conceptual reconstruction of the theories developed by Meinong and a group of philosophers and experimental psychologists in Graz at the turn of the 19th century. Adhering closely to original texts, the contributors explore Meinong's roots in the school of Brentano, complex theories such as the theory of intentional reference and direct reference, and ways of developing philosophy which are closely bound up with the sciences, particularly psychology. Providing a faithful reconstruction of both Meinong's (...) contributions to science and the school that arose from his thought, this book shows how the theories of the Graz school raise the possibility of engaging in the scientific metaphysics and ontology that for so long have been considered off limits. (shrink)

The analysis of historical literature allows to consider profoundly the development of national culture and science of the 18th-first half of the 20th centuries and the formation and change of different historical concepts. With the analysis of historical periods that are highlighted in the research, general trends in the changing of paradigms about Russian historical development were concluded, which were translated to mass historical consciousness from the beginning of the 18th century up to 1917. The periods were closely connected with (...) the specific political, historical and economic changes in Russian Empire and with the dominance of certain textbooks during this time. The books were selected because of a number of factors: their inclusion to the school curriculum, the number of publications, the equal number of textbooks devoted to different historical periods. For the analysis were used 19 textbooks, schoolbooks for different courses of secondary schools and primary schools. All the sources of educational literature were grouped into two concepts - officially-state and the liberal. Each publication was highlighted the dominant concept as a base for the whole textbook. There is also a characteristic of the concepts that are presented chronologically. The analysis represents school history books as an important source for the formation of state policy in the representing of Russian history, and, that is more important, for creation of the concept of the state of Russian history. (shrink)

Many scholars make a very clear distinction between intelligence and consciousness. Let’s take one of the most famous today, Israeli history Professor, Yuval Noah Harari, the author of Sapiens and Homo Deus. In his 2018 book, 21 lessons for the twenty-first century, he writes that, “intelligence and consciousness are very different things. Intelligence is the ability to solve problems. Consciousness is the ability to feel things such as pain, joy, love, and anger.”.

Summary This paper discusses the emergence of new medical experimental specialties at the Medical School of Surgery (Escola Médico-Cirúrgica) and the Faculty of Medicine of Lisbon University (Faculdade de Medicina da Universidade de Lisboa) between 1897 and 1946, as a result of the activities of Marck Athias's (1875?1946) histophysiology research school. In 1897, Marck Athias, a Portuguese physician who had graduated from the Faculty of Medicine in Paris, founded a research school in Lisbon along the lines of (...) Michael Foster's physiology research school in England and Franz Hofmeister's physiological chemistry school in Germany. His research programme was highly innovative in Portugal. Not only did it bring together many disciples and co-workers, but it branched out and created new medical specialties within Portuguese medical science. These new disciplinary areas grew out of the study of the histology of the nervous system but eventually expanded into normal and pathological histophysiology, physiological chemistry and experimental endocrinology. The esprit de corps that existed between research school members ensured the school's success and influence in various fields social and political as well as scientific. Athias's school was strongly influenced by positivist ideals and promoted a teaching and research style that sought inspiration in Humboldt's university model, thus helping to bring about a change in the dominant scientific ethos and to modernize scientific research in Portugal during the first half of the twentieth century. (shrink)