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Author: Dirk Braunstein
To this day, there persists a widespread assumption that Adorno’s references to Marx – and especially to Marx’s critique of political economy – represent a relic from an early and short-lived stage of Adorno’s theoretical development. On the basis of relevant and largely unpublished textual sources, this book refutes this thesis while showing that the centre of Adorno’s critical theory of society is occupied by a critique not only of political economy, but of economy in general.
Volume Editor: Sofia Kotzabassi
What was happening in Byzantium as the Turks drew ever closer to Constantinople and an interest in classical Greek studies had been rekindled in the West? What was the role of the Byzantine scholars in an Empire facing multiple political and economic problems, and what were the matters that engaged them? What was the importance of teachers, libraries and monasteries to the so-called Palaeologan Renaissance, and what the significance of the theological disputes?

These questions and more are addressed in the twelve essays authored by international experts of this Companion, which advances our understanding of the intellectual milieux, trends, and achievements of the Palaeologan period.

Contributors are: Giuseppe De Gregorio, Pantelis Golitsis, Eleni Kaltsogianni, Apostolos Karpozilos, Sofia Kotzabassi, Sophia Mergiali-Sahas, Ioannis Polemis, Alexander Riehle, Demetra Samara, Ilias Taxidis, and Ioannis Vassis.
Teaching Cartesian Philosophy in the Early Modern Age
The volume offers the first large-scale study of the teaching of Descartes’ philosophy in the early modern age. Its twenty chapters explore the clash between Descartes’ “new” philosophy and the established pedagogical practices and institutional concerns, as well as the various strategies employed by Descartes’ supporters in order to communicate his ideas to their students. The volume considers a vast array of topics, sources, and institutions, across the borders of countries and confessions, both within and without the university setting (public conferences, private tutorials, distance learning by letter) and enables us thereby to reconsider from a fresh perspective the history of early modern philosophy and education.