Understanding Marx's Concept of Justice

Did Marx's critique of capitalism involve a concept of distributive justice? This question arose in a dispute that started in the 1970s, based on the argument by U. S. analytical Marxist Allen Wood. The dispute lasted for decades, and spread to China. But if we follow Marx's thinking, we see that this controversy already appeared then, in Marx's critique of capitalism. Marx's theory formed in response to the viewpoints of the Young Hegelians, the National Economists, and others. Some key points of the dispute can be clarified by tracking Marx's critical thought, from the standpoint of both its historical and its normative dimensions, juridical judgment and value judgment, the theoretical dimension and the dimension of reality. The research draws in particular on the text of the new MEGA.

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Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00188 ◽

2020 ◽

pp. 1-7

Author(s):

Laura S. DeThorne ◽

Kelly Searsmith

Keyword(s):

Service Provision ◽

Individualized Education Program ◽

Institutional Constraints ◽

Individualized Education ◽

Existing Structures ◽

Eligibility Determination ◽

Speech Language Pathologist ◽

School Based ◽

Key Points ◽

C Center

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

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