scholarly journals Thinking as an Engelsian

2021 ◽  
pp. 194277862110509
Author(s):  
Camilla Royle
Keyword(s):  
Private Property ◽  
Later Life ◽  
Natural Sciences ◽  
Undergraduate Biology ◽  
Biology Student ◽  
Richard Levins ◽  
Economic Work ◽  
Friedrich Engels ◽  
Positivist Approach ◽  
Historical Origins

In this essay, I address the question of how Marxism influences our thought and action as radical intellectuals by focusing on Friedrich Engels’ work, Dialectics of Nature, the way it has been taken up in critical environmental studies and how Engels’ thinking has influenced me. In later life, Engels made important contributions on topics that are distinct from Marx's economic work. He attempted to apply dialectical methods to the “natural sciences” and he also used his knowledge of anthropology to produce a study of the historical origins of private property and women's oppression. In both cases he has been accused of adopting a positivist approach that lacks the emphasis on human agency found in Marx. Here, I challenge this view by showing how Engels’ work has been of use to practicing scientists – particularly to Richard Levins and Richard Lewontin in their book The Dialectical Biologist. I further argue that this understanding of dialectics is fully commensurable and actually advances an approach to Marxism that is based on human self-emancipation. As an undergraduate biology student these scientists inspired me with their approach to their subject as well as their activism. The essay concludes with some brief thoughts on the importance and limitations of adopting a Marxist method when considering socio-environmental change.

Legal science between natural and human sciences

Legal Studies ◽  
1984 ◽  
Vol 4 (3) ◽  
pp. 243-270 ◽  
Author(s):  
Vittorio Villa
Keyword(s):  
Natural Sciences ◽  
Human Sciences ◽  
Legal Science ◽  
Positivist Approach

In this paper I will offer some methodological reflections on legal science and its relations with the natural and human sciences. The first part of the paper (sections 2-4) deals with the relation between legal science and the natural sciences. The thesis I put forward is drawn from my book Teorie della scienza giuridica e teorie delle scienee naturali. Modelli e analogie, and restates the main points of my argument there against approaches founded on neopositivism and in favour of a post-positivist approach. The second part (sections 5-7) deals with some aspects of the relations between legal and human sciences, and develops some rather more tentative ideas which go beyond the conclusions reached in the book.

scholarly journals Dialectical Materialism

2021 ◽  
pp. 67-109
Author(s):  
Hub Zwart
Keyword(s):  
Political Economy ◽  
Karl Marx ◽  
Class Struggle ◽  
Dialectical Materialism ◽  
Division Of Labour ◽  
Natural Sciences ◽  
Research Practice ◽  
Technological Developments ◽  
Friedrich Engels

AbstractAlthough Karl Marx and Friedrich Engels strictly speaking never used the term, “dialectical materialism” refers to the philosophy of science and nature developed in (and on the basis of) their writings, emphasising the pivotal role of real-world socio-economic conditions (e.g. labour, class struggle, technological developments). As indicated by their correspondence (Marx & Engels, 1983), their collaboration represented a unique intellectual partnership which began in Paris in 1844 and continued after Marx’s death, when Engels took care of Marx’s legacy, notably the sprawling mass of manuscripts which he managed to transform into Volume II and III of Capital. While their joint effort (resulting in no less than 44 volumes of collected writings known as the Marx Engels Werke, published by Dietz Verlag Berlin) began as co-authorship, they eventually decided on a division of labour (with Marx focussing on Capital), although reading, reviewing, commenting on and contributing to each other’s writings remained an important part of their research practice. As a result of this division of labour, while Marx focussed on political economy, Engels dedicated himself to elaborating a dialectical materialist philosophy of nature and the natural sciences, resulting in works such as the Anti-Dühring and his unfinished Dialectics of Nature (published posthumously), although Engels (a voracious intellectual) wrote and published on may other topics as well, so that his output can be regarded as a dialectical materialist encyclopaedia in fragments. Again, although I will start with an exposition of dialectical materialism, my aim is not to contribute to scholarly discussions on dialectical materialism. My focus is on the how and now, and my aim is to explore how to practice dialectical materialism of technoscience today (cf. Žižek, 2014/2015, p. 1; Hamza, 2016, p. 163).

scholarly journals U SENCI DREVNOG DRUŠTVA: ENGELSOVO POREKLO PORODICE

2021 ◽  
Vol 71 (1/2021) ◽  
pp. 293-305
Author(s):  
Ivan Matic
Keyword(s):  
New York ◽  
Private Property ◽  
The State ◽  
The Family ◽  
Friedrich Engels

Osvrt na knjigu Poreklo porodice, privatne svojine i države Fridriha Engelsa (Friedrich Engels.1884. The Origin of the Family, Private Property and the State. New York: Pathfinder Press, 180 p.)

The Hobbesian Hypothesis in Nineteenth-Century Political Theory

2017 ◽  
Author(s):  
Karl Widerquist ◽  
Grant S. McCall
Keyword(s):  
Political Theory ◽  
Karl Marx ◽  
Private Property ◽  
Henry David Thoreau ◽  
Supporting Evidence ◽  
Herbert Spencer ◽  
Property System ◽  
Henry Sidgwick ◽  
Friedrich Engels ◽  
Eighteen Century

This chapter shows how “the Hobbesian hypothesis” (the claim that everyone is better off in a state society with a private property system than they could reasonably expect to be in any society without either of those institutions) appeared in Nineteen-Century Political Theory. As in the Eighteen Century, disagreement about the truth of the hypothesis produced virtually no debate. G. W. F. Hegel, Frédéric Bastiat, and others asserted it with very little supporting evidence. Henry David Thoreau, Herbert Spencer, Henry George, Karl Marx, Friedrich Engels, John Robert Seeley, Henry Sidgwick, Henry Sumner Maine, and Peter Kropotkin all voiced various levels of scepticism, and some, especially Kropotkin, produced considerable evidence. Yet supporters went on asserting the hypothesis as if it were an unchallengeable and obvious truth.

Book Reviews: Giddens' Theory of Structuration: A Critical Appreciation, Modernity and Self-Identity: Self and Society in the Late Modern Age, on Heidegger's Nazism and Philosophy, Engels and the Formation of Marxism: History, Dialectics and Revolution, The Life and Thought of Friedrich Engels: A Reinterpretation, Locke on Money, Economic Analysis of Property Rights, Contracting for Property Rights, A Theory of Property, The Right to Private Property, Democracy and Human Rights in Developing Countries, Arab Voices: The Human Rights Debate in the Middle East, The Palestinian Uprising: A War by other Means, Syria Unmasked: The Suppression of Human Rights by the Asad Regime, The Shah and I: The Confidential Diary of Iran's Royal Court, 1969–1977, Majestic Failure: The Fall of the Shah, Selected Works of Jawaharlal Nehru, Second Series, The West and the Third World, Conflict and Consensus in South/North Security, The Imaginary War: Understanding the East-West Conflict, Setting European Community Priorities 1991–2, The European Community after 1992: A New Role in World Politics?

1992 ◽  
Vol 40 (3) ◽  
pp. 583-596
Author(s):  
Bob Jessop ◽  
David T. Mason ◽  
Terrell Carver ◽  
Ian Harris ◽  
Andrew Reeve ◽  
...  
Keyword(s):  
Human Rights ◽  
Property Rights ◽  
European Community ◽  
Private Property ◽  
World Politics ◽  
Conflict Setting ◽  
Self Identity ◽  
Friedrich Engels ◽  
The Right ◽  
The Third World

scholarly journals Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions

2015 ◽  
Vol 14 (4) ◽  
pp. ar41 ◽  
Author(s):  
Jennifer K. Knight ◽  
Sarah B. Wise ◽  
Jeremy Rentsch ◽  
Erin M. Furtak
Keyword(s):  
Molecular Biology ◽  
Introductory Biology ◽  
Student Interactions ◽  
Student Responses ◽  
Undergraduate Biology ◽  
Question Prompts ◽  
Biology Student ◽  
Class Discussions ◽  
Questioning Techniques ◽  
Student Discussion

The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA–student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations.

scholarly journals George Frederick Charles Searle, 1864-1954

1955 ◽  
Vol 1 ◽  
pp. 246-252 ◽  
Keyword(s):  
Later Life ◽  
Natural Sciences ◽  
Advanced Age ◽  
Cavendish Laboratory ◽  
Village School ◽  
The Village

George Frederick Charles Searle was born on 3 December 1864 at the village of Oakington in Cambridgeshire, of which his father, the Rev. W. G. Searle, was vicar. He was the eldest of five children, three boys and two girls. His schooling was limited to six days at the village school, otherwise he was taught by his father, who though a Wrangler was more interested in languages, and taught him Hebrew as well as more usual subjects. G.F.C. retained enough Hebrew in later life to impress the custodian of a synagogue at Gibraltar. He taught himself the use of tools, which was a life-long pleasure. He constructed a dynamo while a boy. At the age of 14 he was taken by Clerk Maxwell round the Cavendish Laboratory, which deeply impressed him, and seems to have turned his thoughts to the direction of physics. He was a tall, well-built man of a little under six foot in height. As an undergraduate he gained a half-blue for cycling, then an important sport, and continued to bicycle for pleasure and utility to an advanced age, but he was not interested in games, nor did he greatly care for walking. After a period of private coaching lasting about 18 months with a Mr Barrel, Searle came up to Cambridge with a foundation scholarship to Peterhouse. He read mathematics and was placed 28th Wrangler in the Tripos of 1887. He then studied for Part II of the Natural Sciences Tripos in which he took a second class next year.

scholarly journals ФОРМУВАННЯ ПІДПРИЄМНИЦЬКОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛІВ ПРИРОДНИЧИХ СПЕЦІАЛЬНОСТЕЙ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

2019 ◽  
pp. 21-25
Author(s):  
Куриш Наталія Костянтинівна
Keyword(s):  
Postgraduate Education ◽  
Later Life ◽  
Natural Sciences ◽  
Educational Process ◽  
Educational Activity ◽  
Active Citizenship ◽  
Initial Testing ◽  
Professional Careers ◽  
Education Industry ◽  
Systematic Training

In the process of reforming the Ukrainian education industry, postgraduate education is task with developing entrepreneurial competence in teachers who will be able to prepare students for later life, self-realization and development, active citizenship, professional careers in market conditions.In the article presents the main priorities of the system of postgraduate pedagogical education for the formation of entrepreneurial competence of teachers of natural sciences, which are to ensure the variability, mobility and flexibility of the educational process. The stages of formation of entrepreneurial competence of teachers of natural sciences in postgraduate education have been elaborated, which include entrance testing, training, self- educational activity and initial testing. In the context of such processes of modernization of the system of postgraduate pedagogical education, it is important to review not only the content, but also the forms, methods and approaches to the organization of training of teachers of natural specialties in relation to the formation of entrepreneurial competence.Such systematic training of teachers is aim at prompt reorientation of their activities and formation of teachers of the future.

Otto Loewi, 1873-1961

1962 ◽  
Vol 8 ◽  
pp. 67-89 ◽  
Keyword(s):  
Later Life ◽  
Natural Sciences ◽  
Frankfurt Am Main ◽  
General Attitude ◽  
Wide Range ◽  
And Mathematics ◽  
Formative Years

Otto Loewi, born on 3 June 1873, in Frankfurt am Main, was the son of Jakob Loewi, a wine-merchant of that city, by his wife, Anna Willstaedter. Throughout his life Otto retained very happy memories of his childhood and schooldays. For the nine years from 1881 to 1890 he attended in Frankfurt a Gymnasium of the old style, in which the studies were centred on the classical languages—Latin being studied for the whole nine and Greek for the six later years. He accepted for himself the not unfamiliar view that such an emphasis in education, during the formative years of boyhood, would have had a specially favourable influence on his personality, and on his general attitude to life and learning. In an ‘autobiographic sketch’, published in the year before he died, he recorded that, during these nine years at the Gymnasium, he obtained ‘fairly good marks’ in these literary subjects, but ‘poor marks’ in physics and mathematics. Without attempting to assess the respective shares in the result, of inborn aptitudes and of a particular educational routine, it may at least be accepted as a fact, that Loewi exhibited in later life an unusually wide range of knowledge and interests, for one whose main career and activities were concerned with one faculty of the natural sciences.

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