Journal of Philosophy of Education, EarlyView.

The Chicago school of pragmatism was one of the most controversial and prominent intellectual movements of the late 1800s and early 1900s. Spanning the ferment of academic and social thought that erupted in those turbulent times in America, the Chicago pragmatists earned widespread attention and respect for many decades. They were a central force in philosophy, contesting realism and idealism for supremacy in metaphysics, epistemology and value theory. Their functionalist views formed the Chicago school of religion, which sparked (...) intense scrutiny into the real meaning of theism, religious experience and the role of religious values in society. Their social standpoint on psychology generated the Chicago school of sociology, social psychology and symbolic interactionism that dominated the social sciences until the 1960s. Their educational philosophy was a major component of progressivism, aiming to make schools more responsive to the democratic and industrial character of the country. In economics, labour issues, civil rights and liberal politics, the Chicago school was also impossible to ignore This four-volume set focuses on the cornerstones of the thought grounding such intellectual activism: their philosophies of human nature, intelligence, values and social purpose. While other collections of the writings of the most prominent Chicago pragmatists (John Dewey, George Mead and James Tufts) offer some of their own individual work, no other collection captures the entire breadth and depth of the movement as a whole. Key writings of these major philosophers are set in their proper context of important writings of James Angell, Edward Ames, Addison Moore, and of many of their graduates who had significant careers, including Ella Flagg Young, H. Heath Bawden, Arthur Rogers, Irving King, Kate Gordon, Douglas Macintosh, William Wright, Clarence Ayres and Charles Morris. Also included are their debates with many critics, such as James Mark Baldwin, George Santayana, William Montague, Roy Wood Sellars and William Hocking. Spanning roughly fifty years, the 130 pieces are brought together from several dozens of now obscure and increasingly rare books, journals and archival sources. This collection will be indispensable for the study of American intellectual history, and especially the evolution of American philosophy, psychology, sociology, religion, education and politics. --130 articles gathered into an indispensable collection covering the entire Chicago pragmatism movement --all materials are reset, annotated, indexed and enhanced by new editorial introductions --includes a wealth of obscure, rare and hard-to-find original materials --indispensable for the study of American intellectual history, and especially the evolution of American philosophy, psychology, sociology, religion, education and politics. (shrink)

This paper intents to analyze the influence of John Dewey’s ideas in the movement that defended the educationl renovation in Brazil at the end of the 1920s and in the 1930s. For this, it explains two trends of that movement: the first is described by the metaphor of industrial or mechanical efficiency, whose emphasis was in the power derived from the disciplinary idea of progress, which was embedded in the process of rationalization of the social relations submitted (...) by a factory model; the second, developed by influence of Dewey, is characterized by a project of democratization of society and school that prevented the individual massification and the adoption of the rationalizing model inspired by the factory without any criticism. When Dewey was put in the center of the debate on political, pedagogical and social goals of the Brazilian New School, he was called to introduce a series of concepts that helped to find the balance between the respect for individuality and the observation of the social needs. (shrink)

In this essay Ken McGrew critically examines the school-to-prison pipeline metaphor and associated literature. The origins and influence of the metaphor are compared with the origins and influence of the competing prison industrial complex concept. Specific weaknesses in the pipeline literature are examined. These problems are described as resulting, in part, from the influence that the pipeline metaphor has on the thinking of those who follow it. McGrew argues that addressing the weaknesses in the literature, abandoning the metaphor, (...) and adopting a more complex theoretical orientation grounded in critical scholarship, will enable educational scholars to better capture the relational nature of the social phenomena being described while simultaneously making their work more useful to emerging movements for social justice. (shrink)

Interest in and initiation of farm-to-school (FTS) programs have increased in recent years, spurred on by converging public concerns about child obesity trends and risks associated with industrialization and distancing in the modern food system. A civic agriculture framework that more specifically considers civic engagement and problem solving offers insights about variations in the development and prospects for FTS programs. Drawing on comparative case studies of two emerging FTS initiatives in Pennsylvania—one in a rural setting and one in an (...) urban setting—this article examines the role of internal and external “champions” in launching FTS programs and fostering civic engagement. Farm-to-school community stakeholders across the two cases framed FTS in broadly similar terms of (1) redressing poor food environments; (2) improving student nutrition, health and well-being; and (3) revitalizing rural community through support of local agriculture. However, specific concerns and emphases differed across the rural and urban cases, illustrating the significance of local context for such programs. The article concludes by discussing the importance of frame bridging and frame extension as strategies for expanding the FTS movement, and also ensuring programs that correspond to the specific circumstances and possibilities of their social and geographic settings. (shrink)

The Modern School Movement traces the efforts made by the Anarchist movement to abolish all forms of authority and usher in a new society through a different form of education. Between 1910 and 1960 anarchists established more than twenty schools in the United States where children might study in an atmosphere of freedom and self-reliance in sharp contrast to the discipline of the traditional classroom. The prominent participants of this movement, including Emma Goldman, Margaret Sanger, Alexander (...) Berkman and Man Ray are discussed. (shrink)

This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education-2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state-wide industry-school partnerships with key global players in the Queensland economy. (...) Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post-bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self-governance in Queensland. (shrink)

This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education‐2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state‐wide industry‐school partnerships with key global players in the Queensland economy. (...) Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post‐bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self‐governance in Queensland. (shrink)

This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education‐2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state‐wide industry‐school partnerships with key global players in the Queensland economy. (...) Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post‐bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self‐governance in Queensland. (shrink)

This article seeks to introduce the topics of green schools and sustainability education to the reader as the first article in a series of pieces on such subject matters. With respect to the first essay, the modern historical development of sustainability related education is assessed through the lens of its roots in both the U.S. educational system and the environmental movement. Furthermore, many of the purported benefits of green school construction practices are examined subsequently given their relative importance (...) and popularity with respect to the topic. Finally, a brief but important examination is proffered per several of the philosophical ramifications of these efforts in an effort to further develop the understanding and discussion of such topics and the related series of articles. (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)

Gordon H Bell; Industrial Culture and the School: some conceptual and practical issues in the schools-industry debate [1], Journal of Philosophy of Education, V.

No School Manifesto' is a book that serves as a key reference and inspiration for people working in (creative) education, ranging from teachers and school leaders at informal, secondary and vocational education and academies to museum educators, artists (in the broadest sense of the word), policy makers, and everyone who supports education and has an interest in developing new perspectives through creativity. No School is a movement that wants to open up the meaning of learning and (...) fundamentally questions traditional education, through creativity. Curiosity, experimentation, unrestricted thinking, making and developing--by yourself and in collaboration with others--are basic elements of all forms of learning and living together. In the current educational system these values are regularly overshadowed by rules, legislation, bureaucracy, a unitary approach, and little attention to the intrinsic inquisitiveness of both the student and the teacher. No School is a growing movement that together with the creative field wants to provide space for experiment, flexibility, cooperation, 'wild' thinking, looking ahead; experimenting off the beaten track with different forms of learning, in which creativity is the key concept. (shrink)

This book represents the most thorough exposition on our present understanding of the impetuses, debates, legalities, and effectiveness of school uniform policies that have rapidly entered the discourse of school reform in the United States.

Although parental choice of secondary schools is a subject of considerable public and academic interest, there has been relatively little research on the extent to which choice is undermining the traditional role of geographically defined school catchments. This paper, therefore, uses data provided by a case-study local education authority to examine the nature and scale of pupil flows across catchment boundaries. It does so by adopting a form of Geographic Information System as the principal research tool. The results show (...) over a third of Year 7 pupils moving to schools other than their catchment comprehensive. Interestingly, the inner-city catchments were the most permeable: by contrast, children in middle class and rural areas were the least likely to enter a school outside their local area. (shrink)

Background Medical schools are grappling with how best to manage industry involvement in medical education.Objective To describe a case study of industry-supported undergraduate medical education related to opioid analgesics.Method Institutional case study.Results As part of their regular curriculum, Canadian medical students attended pain pharmacotherapy lectures that contained questionable content about the use of opioids for pain management. The lectures were supported by pharmaceutical companies that market opioid analgesics in Canada and the guest lecturer was a member of speakers bureaus of (...) the same companies. These conflicts of interests were not fully disclosed. A reference book that reinforced some of the information in the lectures and that was paid for by a sponsoring company was made available to students. This is the first report of an association between industry sponsorship and the dissemination of potentially dangerous information to medical students.Conclusions This case demonstrates the need for better strategies for preventing, identifying and dealing with problematic interactions between the pharmaceutical industry and undergraduate medical education. These might include the avoidance of unnecessary conflicts of interest, more disclosure of conflicts, an open process for dealing with recognised problems and internationally harmonised conflict of interest policies. (shrink)

Introduction -- Repression, ignorance, and undone science -- The epistemic dimension of the political opportunity structure -- The politics of meaning: from frames to design conflicts -- The organizational forms of counterpublic knowledge -- Institutional change, industrial transitions, and regime resistance politics -- Contemporary change: liberalization and epistemic modernization -- Conclusion.

This paper describes the emergence of a controversy concerning pollution and environmental and health risks in two southern French towns, Viviez and Salindres, which are both known for their long industrial history. It explores some of the reasons why the majority of the local populations resented the fact that the; issues raised were addressed publicly. It also examines some of the coping strategies residents may have developed to avoid talking about risks and to distance themselves from them. It goes (...) on to discuss the differences and similarities in the development of concerns for environmental inequalities in the North American and French contexts, asking, in the manner of Werner Sombart on socialism in the USA at the end of the nineteenth century, why environmental justice is not a strong concern (either as a social movement or frame of analysis) this side of the Atlantic. (shrink)

The conflicts of interest that may arise in relationships between academic researchers and industry continue to prompt controversy. The bulk of attention has focused on financial aspects of these relationships, but conflicts may also arise in the legal obligations that faculty acquire through consulting contracts. However, oversight of faculty members' consulting agreements is far less vigorous than for financial conflicts, creating the potential for faculty to knowingly or unwittingly contract away important rights and freedoms. Increased regulation could prevent this, but (...) it is unclear what forms of oversight universities view as feasible and effective. In this article, we report on a Delphi study to evaluate several approaches for oversight of consulting agreements by medical schools. The panel was comprised of 11 senior administrators with responsibility for oversight of faculty consulting relationships. We found broad agreement among panelists regarding the importance of institutional oversight to protect universities' interests. There was strong support for two specific approaches: providing educational resources to faculty and submitting consulting agreements for institutional review. Notwithstanding the complexities of asserting authority to regulate private consulting agreements between faculty members and companies, medical school administrators reached consensus that several approaches to improving institutional oversight are feasible and useful. (shrink)

In "The Xueheng School, Babbitt's New Humanism, and the May Fourth Movement " Li Yi discusses modern Chinese literary history. On the one hand, it is known that scholars have been discussing key figures of the May Fourth Movement by positioning the Xueheng School to the opposite side of the former. Hence in scholarship and criticism the location of the Xueheng School as a restoration group of feudalism resulted in understanding the School as hindering (...) the development of modern culture. However, since the 1990s the Xueheng School inspired interest in the concept of restoring ancient Chinese thought. Some scholars even repeat the ideas of the Xueheng School and regard the efforts of Xueheng scholars as overall and profound cultural pursuits which would diminish some of the extreme ideas of the May Fourth Movement. Li argues that neither of the two views on the Xueheng School are accurate and discusses the Xueheng School's achievements in view of Irving Babbitt's idea of "New Humanism.". (shrink)

The Landless Workers’ Movement has been the principal protagonist developing an alternative educational proposal for rural public schools in Brazil. This article analyzes the MST’s differential success implementing this proposal in municipal and state public schools. The process is both participatory—activists working with government officials to implement MST goals—and contentious—the movement mobilizing support for its education initiatives through various forms of protest. In some locations, the MST has succeeded in institutionalizing a participatory relationship with government actors, while in (...) other regions the MST has a more limited presence in the schools or has been completely banned from participating. Drawing on the concept of coproduction—the active participation of civil society actors in the provision of public goods—the author argues that coproduction is a joint product of high levels of social mobilization and government orientation. The former is necessary in all cases, while the latter can take the form of either a left-leaning or clientelistic government. (shrink)

In October 1940, the government of the Shaanxi-Ganjiang-Ningxia Border Region used Yan’an County as the center for trying out the Latinxua Sin Wenz Movement for winter schools. It went through three stages: experimentation, promotion, and reformation. Faced with insurmountable difficulties, the Education Department quietly terminated the project in 1943. The foremost reason why the Communist Party promoted this project was to remove the obstacle posed by Chinese characters for eliminating illiteracy. Despite problems such as ignorance of the officials, uncultured (...) teachers, resistance from intellectuals, subjective and unrealistic beliefs, the Latinxua Sin Wenz Movement in border regions of China could not be ignored since it brought out the tension between popular culture and nationalism. (shrink)

: In October 1940, the government of the Shaanxi-Ganjiang-Ningxia Border Region used Yan’an County as the center for trying out the Latinxua Sin Wenz Movement for winter schools. It went through three stages: experimentation, promotion, and reformation. Faced with insurmountable difficulties, the Education Department quietly terminated the project in 1943. The foremost reason why the Communist Party promoted this project was to remove the obstacle posed by Chinese characters for eliminating illiteracy. Despite problems such as ignorance of the officials, (...) uncultured teachers, resistance from intellectuals, subjective and unrealistic beliefs, the Latinxua Sin Wenz Movement in border regions of China could not be ignored since it brought out the tension between popular culture and nationalism. (shrink)

The rise of progressive education -- John Dewey -- Other pioneers in the progressive education movement -- The progressive education movement during the first half of the twentieth century -- The fifties -- The sixties and seventies -- A nation at risk (1983) -- The eighties and nineties -- No child left behind -- Maria Montessori -- Teacher education programs -- Middle schools -- Choice -- Education of the gifted and talented -- Progressive education today -- The future (...) of progressive education. (shrink)

This article examines the role of the Spanish Atomic Forum as the representative of the nuclear sector in the public arena during the golden years of the nuclear power industry from the 1960s to 1970s. It focuses on the public image concerns of the Spanish nuclear lobby and the subsequent information campaigns launched during the late 1970s to counteract demonstrations by the growing and heterogeneous anti-nuclear movement. The role of advocacy of nuclear energy by the Atomic Forum was similar (...) to that in other countries, but the situation in Spain had some distinguishing features. Anti-nuclear protest in Spain peaked in 1978 paralleling the debates of a new National Energy Plan in Congress, whose first draft had envisaged a massive nuclearization of the country. We show how the approval of the Plan in July 1979, with a significant reduction in the nuclear energy component, was influenced by the anti-nuclear protest movements in Spain. Despite the efforts of the Spanish Atomic Forum to counter its message, the anti-nuclear movement was strengthened by reactions to the Three Mile Island accident in March 1979. (shrink)

The ideas and conceptions of the Frankfurt philosophical-sociological school, above all the "critical theory of society," the principles of "negative dialectics" and the "great refusal," the utopia of "pacified existence," occupy an important place in the contemporary ideological struggle between the world systems of socialism and capitalism, and comprise a significant ideological and theoretical arsenal of bourgeois ideology and revisionism. And this is not accidental. The "critical theory of society" formulated and argued for by T. Adorno, M. Horkheimer, H. (...) Marcuse, J. Habermas, and others, which proclaims a protest against any social status quo, is used for the critique both of capitalism and actually existing socialism. At the same time it is also interpreted as an imaginary alternative to Marxism, and from, moreover, both right and "left" positions. Therefore the social theory of the Frankfurt school impacts upon the most diverse currents—from bourgeois social thought to the right and "left" varieties of revisionism. The complex evolution made by the representatives of this school in the last half-century contributed to this wide dissemination of the ideas of the Frankfurt school. Theoretical arguments are found in it both by those whose ideology, being directed to the progressive forces, is developed in the direction of Marxism, and by those who fled the soil of Marxism and are hostile to it. (shrink)

The essay focuses on the impact of Marcuse’s Eros and Civilization in Germany in 1968. First, the essay discusses how Freud’s theory was used in the late twenties at the Institute for Social Research in Frankfurt. Then, it focuses on how certain of Adorno and Horkheimer’s ideas were developed in Eros and Civilization . Finally, it shows how Marcuse’s work became relevant for the intellectual development of the student movement in Germany.

A reprint of the 1973 edition, with a new preface.

Through the use of rhetoric linking private economic transactions and international labor and human rights standards, the movement has successfully challenged corporate practices that were previously considered unremarkable.

In discussing the origins of the antievolution movement in American high schools within the framework of science and religion, much is overlooked about the influence of educational trends in shaping this phenomenon. This was especially true in the years before the 1925 Scopes trial, the beginnings of the school antievolution movement. There was no sudden realization in the 1920's – sixty years after the "Origin of Species" was published – that Darwinism conflicted with the Bible, but until (...) evolution was being taught in the high schools, there was no impetus to outlaw it. The creation of "civic biology" curricula in the late 1910's and early 20's, spearheaded by a close-knit community of textbook authors, brought evolution into the high school classroom as part of a complete reshaping of "biology" as a school subject. It also incorporated progressive ideologies about the purposes of compulsory public education in shaping society, and civic biology was fundamentally focused on the applications of the life sciences to human life. Antievolution legislation was part of a broader response to the ideologies of the new biology field, and was a reaction not only to the content of the new subject, but to the increasingly centralized control and regulation of education. Viewing the early school antievolution movement through the science-religion conflict is an artifact of the Scopes trial's re-creation of its origins. What largely caused support for the school antievolution movement in the South and particularly Tennessee were concerns over public education, which biology came to epitomize. (shrink)

Founded in 1894 at a peak of social and industrial turmoil, the Chicago school of pragmatist philosophy is emblematic of the progressive spirit of early twentieth-century America. The Chicago pragmatists under the leadership of John Dewey pursued a close critique of the modern workplace, school, and neighborhood which provided a theoretical base for the progressive reform agenda. Andrew Feffer here provides a richly textured group portrait of Dewey and his colleagues George Herbert Mead and James Hayden Tufts (...) against the backdrop of Chicago's social history. In this nuanced intellectual biography of the Chicago pragmatists, Feffer retraces the story of their personal involvement in reform movements and examines how they revised contemporary political rhetoric and social theory in order to reestablish the foundations of democracy in productive and rewarding work. Drawing on liberal Christian reformist as well as philosophical idealist traditions, the pragmatists advanced a radically humanistic social theory that attacked the regimentation of factory life and demanded the democratization of industry and education. Feffer also gives an account of certain elitist and anti-democratic assumptions of pragmatist theory; he shows, in particular, how progressive reformers inherited the pragmatists' mistrust of the political impulses of the industrial workers they championed. (shrink)

Since 1984, the philosophy for children (p4c) Hawai‘i movement, a partnership between the University of Hawai‘i at Mānoa (UHM) and Hawai‘i’s public schools, has experienced success in creating a more philosophical schooling experience. UHM’s Uehiro Academy for Philosophy and Ethics in Education supports this movement by offering a ‘Philosopher in Residence’ who aids teachers in bringing philosophical inquiry into practice (Lukey 2013). Philosophers in Residence continue to support p4c Hawai‘i at Kailua High School, Waimānalo Intermediate and Elementary (...) School, and Waikīkī, Ka‘elepulu, and Sunset Beach Elementary Schools. As the movement grows, we continually ask, how can we support teachers in making p4c a ‘living and reliable educational option’ (Lipman 1988, p. vii) with limited resources? One solution is the philoSURFER Internship Project, where pre-college students intern with university Philosophers in Residence and assist kindergarten through to ninth grade teachers in ‘doing’ philosophy with students. Kailua High School started their first philoSURFERS cohort in the fall of 2015, and Sunset Beach Elementary School adapted the model and had their first cohort of philoSURFERS in the fall of 2021. Since 2015, 151 philoSURFERS have supported over 65 teachers and thousands of students at eight schools to engage in philosophical inquiry. The aim of this academic reflection is to share the lessons the five authors and project coordinators have learned over the last eight years of this school-university partnership for other organisations interested in utilising pre-collegiate students as catalysts for making philosophy an integral aspect of our schools. (shrink)

This paper begins by describing recent controversies over cross-contamination of crops in the United States and European Union. The EU and US are both applying the principle of freedom of cropping to resolve these conflicts, which is based on an individualistic philosophy. However, despite the EU and the US starting with the principle of freedom of cropping they have very dissimilar regulatory regimes for coexistence. These contradictory policies based upon the same principle are creating different sets of winners and losers. (...) In the US the organic industry claims the system of coexistence is unfair and in the EU the biotech industry claims the system is unfair. It seems that states, despites claims to neutrality and freedom of choice, are prejudicing one system of agriculture over another in resolutions to the conflict over cross contamination. In this paper I will argue that if states cannot remain neutral in coexistence policies, there are conditional reasons for favoring the organic industry over the biotech industry in coexistence policies based in communitarian moral philosophy. (shrink)

I taught for 8 years at a moderate evangelical liberal arts college. At one faculty meeting the topic turned to the challenge of dealing with controversial topics in the classroom, a pressing question given that many of our students came from extremely conservative backgrounds. One faculty member commented that he and his colleagues in the sciences avoided problems by never using the word “evolution” in the classroom. A number of us from the humanities immediately expressed shock and dismay. In response, (...) our colleague reassured us that science faculty were indeed teaching evolution, but they had learned they could be spared student resistance and parental phone calls by replacing the word “evolution” with “development.”I was reminded of this while reading Adam Shapiro’s fine book, Trying Biology: The Scopes Trial, Textbooks, and the Antievolution Movement in American Schools. Central to Trying Biology is the argument that the Scopes Trial was not the inevitable result of an eternal con .. (shrink)

This paper begins by describing recent controversies over cross-contamination of crops in the United States and European Union. The EU and US are both applying the principle of freedom of cropping to resolve these conflicts, which is based on an individualistic philosophy. However, despite the EU and the US starting with the principle of freedom of cropping they have very dissimilar regulatory regimes for coexistence. These contradictory policies based upon the same principle are creating different sets of winners and losers. (...) In the US the organic industry claims the system of coexistence is unfair and in the EU the biotech industry claims the system is unfair. It seems that states, despites claims to neutrality and freedom of choice, are prejudicing one system of agriculture over another in resolutions to the conflict over cross contamination. In this paper I will argue that if states cannot remain neutral in coexistence policies, there are conditional reasons for favoring the organic industry over the biotech industry in coexistence policies based in communitarian moral philosophy. (shrink)

Building on recent literature on the history of political economy and Spanish imperial history, the article reconstructs the ideas that supported the colonial development of the meat industry in the Río de la Plata. Archival and printed sources are employed to illustrate the different arguments revolving around colonial economic development and imperial rule, in the words and practices of merchants, explorers, administrators and ministers. This way, it is possible to disclose the multiple imperial visions circulating in the Spanish Atlantic. The (...) analysis suggests that economic reformism was not only a European intellectual and political movement but was shared and appropriated by Spanish Americans. They employed arguments in political economy to foster their agenda, namely the economic improvement of their territory in the broader context of the Spanish commercial empire. If a shared consensus around imperial political economy between Spanish and Spanish American vassals provided arguments supporting this colonial industry, the diverging economic interests, imperial rivalries, and the different geographical spaces of enunciation determined a variable dialectic between projects for the expansion of salted meat production and their realisation. (shrink)