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Critical pedagogy after Marx

Western Marxism, the New Marxist Reading and Educational Connections

The article attempts to bring together variants of German pedagogical Marx reception and three central historical readings of Marx’s theory. After an overview of the interpretations of Traditional Marxism, Western Marxism, and the Neue Marx-Lektüre, it is shown that the pedagogical reception is predominantly connected with Western Marxism. It is argued that perspectives of a critical pedagogy that takes up insights from the currently popular reading of the Neue Marx-Lektüre are yet to be developed. Some apparently crucial aspects are discussed in this respect.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

The Resilient Self? A Vulnerability Theoretic Attempt Concerning a Pedagogical ›Real Fiction‹

The article emphasizes current social science discourses in which different vulnerable subject types are invoked. It is based on Alain Ehrenberg’s thesis that the change of subjectivation forms can be demonstrated by the change of dominant disease patterns. Finally, the now prominent ideal type of the resilient self is subjected to critical reflection and put into relation with postfordist modes of production.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Anthropological Concepts in the New Right. The Example of Arnold Gehlen

The contribution is guided by the thesis that anthropology marks a blank space in the analysis of the New Right. First, historical developments, ideologies and strategies of the New Right are analysed. In a second step, the anthropology of Arnold Gehlen is presented. Then its reception by central protagonists of the New Right is discussed. The paper concludes with an orientation of the topic within the spectrum of political education.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Critique of Class Formation. On Division, Inequality, and Class Theories

We live in an age of multiple crises: Financial crisis, climate crisis, corona crisis, oil and gas price crisis, supply chain crisis, logistics crisis or inflation crisis. As heterogeneous and multifactorial as the causes of these forms of crisis may be, they all have at least one common effect: they reinforce social inequalities, since they never hit and affect everyone in the same way. Using the Covid 19 pandemic as an example, it became obvious that the inequalities begin with the possibilities of isolation, continue globally via vaccine distribution and finally result in significantly higher death rates, which are distributed along the gap between rich and poor. Against this background, the lecture takes the popular talk of a ›division of society‹ as an opportunity to redefine the concept of class. To this end, various developments and tendencies in inequality research will be discussed and finally theses on political class formation will be presented.

Open Access
In: Vierteljahrsschrift für wissenschaftliche Pädagogik