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Artykuły w czasopismach na temat „Marxist education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 31 stycznia 2023

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1

Konstańczak, Stefan. "Disputes over the place of ethics in Polish Marxist philosophy." Ethics & Bioethics 11, no. 1-2 (June 1, 2021): 58–66. http://dx.doi.org/10.2478/ebce-2021-0005.

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Abstract In the article, the author presents attempts by Polish Marxist philosophers to enrich Marxism with ethical issues. The initial absence of ethics in Marxism is associated with the ignorance of tradition related to their own formation. In the author’s opinion, only polemics with the competitive Lviv-Warsaw school forced Polish Marxists to take the issue seriously. That is why Polish Marxist ethics in its mature form was only established in the 1960s, and did not enrich Marxism itself, but rather indirectly contributed to the initiation of socio-political transformations in our country.

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Walton, Sean. "Why the critical race theory concept of ‘White supremacy’ should not be dismissed by neo-Marxists: Lessons from contemporary Black radicalism." Power and Education 12, no. 1 (August 27, 2019): 78–94. http://dx.doi.org/10.1177/1757743819871316.

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Since entering the field of education studies, critical race theory has had an uneasy relationship with Marxism. One particular point of disagreement between Marxists and critical race theory scholars centres on the critical race theory concept of ‘White supremacy’. Some Marxist scholars suggest that, because of its reliance on ‘White supremacy’, critical race theory is unable to explain the prevalence of racism in Western, capitalist societies. These Marxists also argue that ‘White supremacy’ as understood within CRT is actively damaging to radical, emancipatory movements because the concept

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Ahmed, Waquar. "Marxist geography: A personal journey." Human Geography 15, no. 1 (November 10, 2021): 45–51. http://dx.doi.org/10.1177/19427786211049496.

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I am fascinated by Marx’s openness to learning and engagement with diverse intellectual traditions—political economic, German and Greek philosophy, utopian socialist tradition, and English literature to name a few. Marxism for me, hence, is engagement and conversations with eclectic ideas, with fidelity to the communist manifesto, and in turn, its commitment to equality and justice. In this paper, while highlighting my own journey as a student of Marx’s scholarship, I examine the key role hegemony plays in our society. Formal education, I argue, is hegemonic to the extent that it is geared at

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Favoreto, Aparecida. "PIONEIROS DO MARXISMO E DA ESCOLA NOVA NO BRASIL: o lugar da escola no processo histórico." Cadernos de Pesquisa 22, no. 2 (August 31, 2015): 74. http://dx.doi.org/10.18764/2178-2229.v22.n2.p.74-87.

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O artigo analisa a proposta educacional dos pioneiros da Escola Nova e a dos pioneiros do pensamentomarxista no Brasil. Os escolanovistas partiam do pressuposto de que a educação era um elemento ativo no processode transformação social, sendo assim, elaboraram um projeto amplo de reforma na política educacional, na estruturado ensino e na pedagogia. Para os pioneiros marxistas, o elemento ativo estaria no desenvolvimento históricoe na mobilização de classe e não na escola. Assim, priorizou a formação do militante revolucionário. Em termosescolares, seguiram juntos com os escolanovistas, acredi

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Zhang, Meng. "Marxist Philosophy in Object-Oriented Practical Education." Advanced Materials Research 989-994 (July 2014): 5189–92. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5189.

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Marxist, the renowned mathematician and philosopher, advocated combining theory and practice in education, emphasizing methods by which to grasp and use knowledge. Education has both regular and irregular characteristics and these are reflected in how individuals develop and grow naturally. Individuals should be taught based on their abilities and circumstances, and these vary by individual. An example is given in this article, to demonstrate the contemporary significance of the Marxist process in education. This example refers to applying Marxist’s process philosophy to object-oriented practi

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Cole, Mike. "Transmodernism, Marxism and Social Change: Some Implications for Teacher Education." Policy Futures in Education 3, no. 1 (March 2005): 90–105. http://dx.doi.org/10.2304/pfie.2005.3.1.12.

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The author first briefly outlines what he considers to be the defining features of transmodernism and its relationship both to postmodernism and to Marxism. He then suggests that transmodern interpretations of the legacy of the European invasions of the Americas are illuminating, as is Marxism, in providing an understanding of how the imperialism in which contemporary US foreign policy is currently engaged has a specific and long-standing genealogy. However, he argues that the Marxist concept of racialisation is more convincing in explaining the source of violence against the Other than the tr

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Zhang, Weiwei. "The Sinicization of Marxist Theory of Ideological and Political Education." Advances in Higher Education 3, no. 3 (August 30, 2019): 30. http://dx.doi.org/10.18686/ahe.v3i3.1458.

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<p>The essence of sinicization of Marxism is to fully integrate its basic theory with the specific situation of the Chinese revolution, so that the ideological and political education theory production reflects the unique characteristics of China. Both the ideological and political theories put forward by Marx and the educational theories put forward by Engels and Lenin are the basic premise and theoretical source for the realization of their sinicization, providing the correct direction and opening up the road for the sinicization of Marxist theories. This article takes the China Marxis

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Yamamoto, Oswaldo H., and Antonio Cabral Neto. "Sociology of Education and Marxism in Brazil." Sociological Research Online 4, no. 1 (March 1999): 17–28. http://dx.doi.org/10.5153/sro.209.

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It is argued in this paper that the effect of the Marxist thought on Brazilian education was a process heavily determined by a peculiar set of historic circumstances. The main context was the struggle against the military dictatorship and in favour of the democratisation of society, conditioning both educational literature and educators’ organisation. The educational literature has a wide thematic range and is characterised by heterogeneity concerning the actual contributions to the explanation of Brazilian educational reality and the patterns of incorporation of Marxist sources. After this go

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9

Hill, Dave. "Marxist education and teacher education against capitalism in neoliberal/ neoconservative/ neofascist/ times." Cadernos do GPOSSHE On-line 2, no. 1 (August 14, 2019): 91–119. http://dx.doi.org/10.33241/cadernosdogposshe.v2i1.1524.

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In this article I analyse global and national neoliberalisms- economic and social class war from above- neoconservatisms which are leading to and connected with NeoFascisms- with their scapegoating, racism, xenophobia, misogyny, heterophobia, militarism and the attacks on dissent- whether electoral, media, or from academics/ universities and workers’ organisations and actions. Six prime examples are Erdogan in Turkey, Bolsonaro in Brazil, Trump in the USA, Orban in Hungary, the Law and Justice government in Poland, and the racist government in Italy, in effect led by Salvini. Across Europe Far

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10

Rockmore, Tom. "Marx the Fichtean." ETHICS IN PROGRESS 12, no. 2 (December 31, 2021): 124–37. http://dx.doi.org/10.14746/eip.2021.2.9.

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We ignore the history of philosophy at our peril. Engels, who typically conflates Marx and Marxism, points to the relation of Marxism to the tradition while also denying it. In his little book on Feuerbach, Engels depicts Feuerbach as leading Marx away from Hegel, away from classical German philosophy, away from philosophy and towards materialism and science. This view suggests that Marx is at best negatively related to Classical German philosophy, including Hegel. Yet Engels elsewhere suggests that Marx belongs to the classical German philosophical tradition. In the preface to Socialism, Utop

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11

Zhou, Qing. "SWOT analysis of Marxist faith education in the new era." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 47. http://dx.doi.org/10.56028/aehssr.1.1.47.

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The new era highlights the particularity of Marxist belief education, and endows it with new educational background, new educational content and new value of the times. In this paper, SWOT analysis method is used to conduct the Strengths and Weaknesses, Environmental Opportunities and Threats analysis of the impact factors of Marxist faith education in the new era. This study is helpful to deeply grasp the situation of Marxist belief education in the new era, is conducive to further unify the thinking, gather strength, and push forward the Marxist faith education from a new starting point.

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Ellis, John M. "Fredric Jameson’s marxist criticism." Academic Questions 7, no. 2 (June 1994): 30–43. http://dx.doi.org/10.1007/bf02683154.

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Clarke, Peter, and Andrew Mearman. "Why Marxist economics should be taught but probably won't be!" Capital & Class 27, no. 1 (March 2003): 55–80. http://dx.doi.org/10.1177/030981680307900105.

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An argument will be made for the teaching of Marxist economics. This will draw upon the intrinsic and instrumental aims of education, as well as other literature in education. A case is made that Marxist economics should be taught. This is based on Marxist arguments against the orthodoxy, namely that it serves capitalist interests; and also educational arguments and the perceived ability of Marxist economics to meet educational aims. It then moves on to discuss why it is unlikely that Marxist economics will be taught in this way.

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Yue, Qilin. "The National Character of Higher Education Development." Scientific and Social Research 4, no. 4 (April 28, 2022): 67–72. http://dx.doi.org/10.26689/ssr.v4i4.3792.

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National character is the most distinctive character of Marxism. Marxist theory is the fundamental guiding ideology of China’s construction and development. The development of all aspects of China embodies the core essence of Marxism. A flourishing education prospers the country, while good education makes a country stronger. Higher education is an important symbol of a country’s development level and potential. Education depends on people, and at the same time, it is for the people. The national character of higher education development is mainly reflected in three aspects: education fairness

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Peluritis, Laurynas. "Philosophy and the Implementation of Marxism-Leninism in Lithuania’s Higher Education Institutions from 1944 to 1947." Lietuvos istorijos studijos 47 (July 14, 2021): 62–81. http://dx.doi.org/10.15388/lis.2021.47.3.

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The article examines the introduction of Soviet Marxism (Marxism-Leninism) into the Lithuanian higher education system in 1944–1947. Based on archival sources and existing historiography, this paper explores the development of the higher education system in Lithuania during the first years of the Soviet occupation, including the translation, publication, and dissemination of ideological texts. It is argued that the introduction of Soviet Marxism in Lithuanian higher education institutions in 1944–1945 was carried out in a forced and chaotic manner, the organization of teaching and the preparat

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Hancock, Curtis L. "Why American Education Today Ought to be Counter-Cultural." Roczniki Kulturoznawcze 13, no. 1 (March 30, 2022): 81–90. http://dx.doi.org/10.18290/rkult22131.6.

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In his article, the author points out the gradual domination of leftists in universities, which eventually affected all American institutions. This is very evident today in the leftist attitudes of the media, the legal profession, the bureaucracy, the government, and even the clergy. The author argues that because of this transformation, if one wants to assess the state of American society, one must address what has happened in the universities. As universities have normalized Marxist cultural principles and attitudes, the critic of higher education must expose these Marxist tendencies in scho

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Crittenden, Brian, and K. A. Strike. "Comparing Liberal and Marxist Theories." Curriculum Inquiry 21, no. 3 (1991): 387. http://dx.doi.org/10.2307/1180159.

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Stablein, Ralph. "Capitalism and management education; a Marxist view." Academy of Management Proceedings 2013, no. 1 (January 2013): 15097. http://dx.doi.org/10.5465/ambpp.2013.15097abstract.

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Green, Anthony. "Critical Realism for Marxist Sociology of Education." Journal of Critical Realism 16, no. 3 (May 22, 2017): 339–45. http://dx.doi.org/10.1080/14767430.2017.1312215.

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Zipin, Lew. "Critical realism for Marxist sociology of education." Discourse: Studies in the Cultural Politics of Education 38, no. 2 (September 23, 2016): 317–20. http://dx.doi.org/10.1080/01596306.2016.1235396.

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Dubinska, Kateryna Oleksandrivna. "The processes of "re-education" of the scientific and historical environment of the Ukrainian SSR in the 1920s." Dnipropetrovsk University Bulletin. History & Archaeology series 25, no. 1 (July 29, 2017): 72. http://dx.doi.org/10.15421/261708.

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The article deals with the problem of total transformation of the scientific and historical environment of the Ukrainian SSR in the 1920s. The key issue of the article is establishment maximum control of ruling regime over the scientific environment of the Soviet Ukraine during the 1920s and the beginning of the transformation of this environment through the establishment of the Marxist ideological basis of the scientific system. The article also focuses on the "re-education" of scientific and pedagogical personnel and the ambiguous relationship between the "bourgeois" and the "red" professors

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HILL, DAVE. "Comprehensive education: Ideology and wider socialist and Marxist education policy." FORUM 63, no. 1 (2021): 47. http://dx.doi.org/10.3898/forum.2021.63.1.47.

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Castree, Noel. "Teaching history, philosophy and theory: notes on representing Marxism and ‘Marxist geography‘." Journal of Geography in Higher Education 18, no. 1 (January 1994): 33–42. http://dx.doi.org/10.1080/03098269408709235.

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Szadkowski, Krystian. "An Autonomist Marxist Perspective on Productive and Un-productive Academic Labour." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 17, no. 1 (May 3, 2019): 111–31. http://dx.doi.org/10.31269/triplec.v17i1.1076.

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This text starts with a diagnosis of the inadequacy of the dispossession theory for the analysis of the relationship between capital involved in academic publishing and academic labour. It assumes that it is necessary to develop a Marxian theory of productive and unproductive labour within the field of higher education. For this purpose, an Autonomist Marxist perspective on productive labour is proposed, to facilitate analysis of the contemporary subsumption of academic labour under capital, and to organise resistance against it. The essence of this approach is rooted in an exposition of the t

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Ly, Uyen Hoang Minh. "Collective education in the era of globalization." Cadernos CIMEAC 12, no. 3 (December 26, 2022): 96–119. http://dx.doi.org/10.18554/cimeac.v12i3.6633.

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This article talks about issues related to education that are inherent to Marxism and analyzed by various Marxist scholars. Specifically, class consciousness and the formation of the collective that must be experienced by each individual in training with the group. In the context of globalization, what is class consciousness, what should education be like, and how to relate them? Rosa Luxemburg argues that workers matured through a series of oppressions that gave them individual consciousness, but through strikes they achieved their class consciousness. The previous generations have opened the

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Cole, Mike. "Learning without Limits: A Marxist Assessment." Policy Futures in Education 6, no. 4 (January 2008): 453–63. http://dx.doi.org/10.2304/pfie.2008.6.4.453.

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Basak, Rasim. "Teacher Opinions and Perspectives of Visual Culture Theory and Material Culture Studies in Art Education." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 186–211. http://dx.doi.org/10.31578/jebs.v6i2.242.

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Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in T

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Cole, Mike. "US Imperialism, Transmodernism and Education: A Marxist Critique." Policy Futures in Education 2, no. 3-4 (September 2004): 633–43. http://dx.doi.org/10.2304/pfie.2004.2.3.15.

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Boger, Mary, and Juliet Ucelli. "Socialist education at the New York Marxist school." Socialism and Democracy 3, no. 2 (July 1987): 121–30. http://dx.doi.org/10.1080/08854308908427988.

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Peters, Michael A. "Marxist Futures: Knowledge Socialism and the Academy." Policy Futures in Education 2, no. 3-4 (September 2004): 435–38. http://dx.doi.org/10.2304/pfie.2004.2.3.1.

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Carpenter, Sara. "Centering Marxist-Feminist Theory in Adult Learning." Adult Education Quarterly 62, no. 1 (December 13, 2010): 19–35. http://dx.doi.org/10.1177/0741713610392767.

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Skordoulis, C. D. "Science and worldviews in the marxist tradition." Science & Education 17, no. 6 (June 15, 2007): 559–71. http://dx.doi.org/10.1007/s11191-007-9092-8.

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Zhang, Zhuoyuan. "Marxism and Political Economy in Education: An Interpretation of Jean Anyon's Critical Pedagogy." Journal of Contemporary Educational Research 4, no. 2 (February 19, 2020): 28–34. http://dx.doi.org/10.26689/jcer.v4i2.1015.

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Jean Anyon (1941-2013) is a critical pedagogical researcher and social activist in the United States. All her life, she devoted herself to taking education as a breakthrough, exposing the ugliness of capitalist countries and promoting the equality of society and education. She uses Marxist theory to analyze the relationship between social class and school knowledge, hidden curriculum; education and mainstream ideology; and conflicts and resistances in education, emphasizing the theoretical and practical significance of Marxism in today's education. In order to find the deepest problem of educa

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Rikowski, Glenn, and Derek R. Ford. "Marxist Education Across the Generations: a Dialogue on Education, Time, and Transhumanism." Postdigital Science and Education 1, no. 2 (January 9, 2019): 507–24. http://dx.doi.org/10.1007/s42438-018-0028-1.

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Lisman, C. David. "Marxist Literary Theory: A Critique." Journal of Aesthetic Education 22, no. 2 (1988): 73. http://dx.doi.org/10.2307/3333124.

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Singal, Pooja. "Analytical Philosophy of Education: A Critique from Marxist Lens." Journal of Indian Council of Philosophical Research 38, no. 2 (April 16, 2021): 261–69. http://dx.doi.org/10.1007/s40961-021-00236-8.

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Marginson, Simon. "A Revised Marxist Political Economy of National Education Markets." Policy Futures in Education 2, no. 3-4 (September 2004): 439–53. http://dx.doi.org/10.2304/pfie.2004.2.3.2.

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Livingstone, David W. "Searching for Missing Links: neo‐Marxist theories of education." British Journal of Sociology of Education 16, no. 1 (January 1995): 53–73. http://dx.doi.org/10.1080/0142569950160104.

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Milton, Audrey, and Brendan O'Connell. "Commodification of higher education in accounting: a Marxist perspective." International Journal of Critical Accounting 1, no. 3 (2009): 204. http://dx.doi.org/10.1504/ijca.2009.027317.

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Wrigley, Terry. "Grant Banfield, Critical realism for Marxist sociology of education." Power and Education 10, no. 2 (June 14, 2018): 209–12. http://dx.doi.org/10.1177/1757743818762934.

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Papapolydorou, Maria. "Review: Critical Race Theory and Education: a Marxist response." Race & Class 51, no. 4 (April 2010): 109–11. http://dx.doi.org/10.1177/03063968100510040703.

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Ifeakor, Chinedu, and Anselm Ikenna Odo. "Analysis of the Marxist Theory on the Abolition of State: Its Implication to Nigeria Educational System." Journal of Humanities and Social Sciences 2, no. 2 (August 30, 2020): 62–68. http://dx.doi.org/10.36079/lamintang.jhass-0202.122.

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Certain factors necessitated man’s thinking especially, if it focuses on alteration of their desire and wants. It is on this, that some years back some philosophers propounded a theory which stated thus: the abolition of a state. The Marxist theory on the abolition of the state asserted that society’s classes are the cause of struggle and that society should have no classes. An example of Marxism is replacing private ownership with cooperative ownership. The researchers of this work will adopt an analytic method in order to find out if the theory should be a paradigm in the Nigeria education o

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Sanders, James T. "Marxist Criticisms of IQ: A Defence of Jensen." Canadian Journal of Education / Revue canadienne de l'éducation 10, no. 4 (1985): 402. http://dx.doi.org/10.2307/1494840.

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Liston, Daniel P. "Faith and Evidence: Examining Marxist Explanations of Schools." American Journal of Education 96, no. 3 (May 1988): 323–50. http://dx.doi.org/10.1086/443898.

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Partington, Geoffrey. "The Concept of Progress in Marxist Educational Theories." Comparative Education 24, no. 1 (January 1988): 75–89. http://dx.doi.org/10.1080/0305006880240107.

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Margonis, Frank. "THEORIES OF CONVICTION: THE RETURN OF MARXIST THEORIZING." Educational Theory 48, no. 1 (March 1998): 85–101. http://dx.doi.org/10.1111/j.1741-5446.1998.00085.x.

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Konverskyi, Anatolii, Sergii Rudenko, Yaroslav Sobolievskyi, and Vitalii Krykun. "RESEARCH METHODOLOGY FOUNDATIONS OF CHINESE MARXISM AND ITS SOCIOCULTURAL IMPLICATIONS." Bulletin of Taras Shevchenko National University of Kyiv. Philosophy, no. 6 (2022): 35–39. http://dx.doi.org/10.17721/2523-4064.2022/6-6/13.

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The article presents the authors' methodology for the study of Chinese Marxism and its ideological and philosophical principles, as well as the potential impact of this direction on the humanitarian development of modern Ukrainian society. The authors substantiated the integral methodological task, which consists of the implementation of a comparative typological analysis of the philosophical foundations of Sinicized Marxism with modern European Marxist philosophical schools and "Soviet" Marxism. The article confirms that a more effective approach in the study of the socio-cultural implication

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Sandner, Günther. "Nations without nationalism." Journal of Language and Politics 4, no. 2 (October 5, 2005): 273–91. http://dx.doi.org/10.1075/jlp.4.2.06san.

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In addition to the socialist discourse on popular education, theoretical contributions of Austro-Marxist intellectuals such as Karl Renner, Otto Bauer and Otto Neurath on multiculturalism represent an important intellectual source of leftist culturalism. Considering actual debates, the Austro-Marxist approach on nation and culture moved between the politics of recognition and the politics of difference. Their concept combined both the recognition of (a positively evaluated) difference between national cultures and the demand for political unification transcending the nation state. Beyond their

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Chen, Xin. "A Study on the Ideological and Political Education of Inter-Subjectivity in Colleges and Universities in the Era of New Media." World Journal of Educational Research 7, no. 1 (February 27, 2020): p187. http://dx.doi.org/10.22158/wjer.v7n1p187.

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Under the background of the new media era, teenagers, especially college students, have pushed the new media to a blowout development trend. This provides opportunities and challenges for the development of Ideological and political education in Colleges and universities. Inter subjectivity ideological and political education is the frontier issue in the discipline of Ideological and political education, which embodies the Marxist theory of subject human and the Marxist concept of communication practice. In the era of new media, the research on the ideological and political education among the

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Khan, Jawaria. "A Stressed Present and a Scared Future: An Autoethnography of a Migrant Scholar in Finland." Journal of International Students 12, S2 (August 21, 2022): 106–23. http://dx.doi.org/10.32674/jis.v12is2.4344.

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As an international doctoral researcher with a new-born daughter by my side, I reveal, in this autoethnography, the struggles to survive in the academic labor market of a non-Anglophone country, Finland. This personal narrative combined with sociological theory of Marxism brings a bottom-up perspective of international doctoral students. The purpose is to look inward and expose my vulnerable self that has been affected, moved and refracted by the academic neoliberalism causing alienation and my resistance. Explaining academic work as labor through vignettes, I present four cases of Marxist ali

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