Camus among the Philosophers
Edited by Matthew Sharpe, Maciej Kałuża and Peter Francev
Edited by Michael J. Thompson
This work will of special interest to social, moral and political philosophers as well as those who study critical theory, social theory and Marxism. It is also of interest to those working within the area of social ontology.
Contributors include: Mario Duayer, Andreas Giesbert, Christoph Henning, Antonino Infranca, Reha Kadakal, Endre Kiss, Michael Morris, Michalis Skomvoulis, Matthew J. Smetona, Titus Stahl, Thomas Telios, Michael J. Thompson, Murillo van der Laan, Miguel Vedda, Claudius Vellay.
Daniel Andrés López
In Lukács: Praxis and the Absolute, Daniel Andrés López radicalises Lukács’s famous return to Hegel by reassembling his 1920s philosophy as a conceptual-historical totality. This speculative reading defends Lukács while proposing an unprecedented, immanent critique. While Lukács’s concept of praxis approaches the shape of Hegel’s Absolute, it tragically fails to bear its weight. However, as López argues, Lukács’s failure was productive: it raises crucial political, methodological and philosophical questions for Marxism, offering to redeem a lost century.
Intellectual Biography and Critical Balance-Sheet
Originally published in Italian by Bollati Boringhieri Editore as Domenico Losurdo, Nietzsche, il ribelle aristocratico: Biografia intellettuale e bilancio critico, Turin, 2002.
History, Philosophy and Politics in the Prison Notebooks
Edited by Francesca Antonini, Aaron Bernstein, Lorenzo Fusaro and Robert Jackson
Gathering scholars from different continents, the volume represents a global network of Gramscian thinkers from early-career researchers to experienced scholars. Combining rigorous explication of the past with a strategic analysis of the present, these studies mobilise underexplored resources from the Gramscian toolbox to confront the actuality of our ‘great and terrible’ world.
Contributors include: Francesca Antonini, Aaron Bernstein, Derek Boothman, Watcharabon Buddharaksa, Takahiro Chino, Riccardo Ciavolella, Carmine Conelli, Anthony Crézégut, Valentina Cuppi, Yohann Douet, Anne Freeland, Fabio Frosini, Lorenzo Fusaro, Robert Jackson, Alex Loftus, Susi Meret, Sebastian Neubauer, Alessio Panichi, Ingo Pohn-Lauggas, Roberto Roccu, Bruno Settis, Anne Showstack Sassoon, Alen Sućeska, Peter D. Thomas, Nicolas Vandeviver, Marta Natalia Wróblewska.
Jerry H. Gill
Words, Deeds, Bodies by Jerry H. Gill concentrates on the interrelationships between speech, accomplishing tasks, and human embodiment. Ludwig Wittgenstein, J. L. Austin, Maurice Merleau-Ponty, and Michael Polanyi have all highlighted these relationships. This book examines the, as yet, unexplored connections between these authors’ philosophies of language. It focuses on the relationships between their respective key ideas: Wittgenstein’s notion of “language game,” Austin’s concept of “performative utterances,” Merleau-Ponty’s idea of “slackening the threads,” and Polanyi's understanding of “tacit knowing,” noting the similarities and differences between and amongst them.
Foregrounding self-emancipation offers new perspectives on various existing debates in the interpretation of Marx, such as the meanings of concepts like alienation, exploitation and utopianism, and can also offer insights into broader questions of the relationship between critical theory and practice.
With this proposal, we wish to revisit the Idea of the University in the perspective of the democratic project of the American philosopher and pragmatist John Dewey. Our hypothesis consists in the thesis that the deweyen project confronts the problem of the social distribution of knowledge, in the aim of giving us the means to transform the latter. In this way, if we consider that the university is part of this distribution through its student learning function, then our purpose is to demonstrate that this learning is currently guided by an individual intelligence paradigm harms that the development of collective intelligence. For John Dewey, the latter is one of the central means of his democratic project which would reconcile the Idea of a University with real University institutions. Therefore, according to him, if universities want to contribute to the democratic project, we must adopt a new pedagogical orientation promoting individual and collective intelligence.
Edited by Bryant William Sculos and Mary Caputi
Contributors include: Allan Ardill, Mary Caputi, Mauro Caraccioli, Zachary Casey, Ronald Cox, Kevin Funk, Maylin M. Hernandez, Douglas Kellner, Jason Morrissette, Sebastian Sclofsky, Bryant William Sculos, Sean Walsh.