scholarly journals Karl Marx and Liberation Theology: Dialectical Materialism and Christian Spirituality in, against and beyond Contemporary Capitalism

2020 ◽  
Keyword(s):  
Liberation Theology ◽  
Karl Marx ◽  
Dialectical Materialism ◽  
Christian Spirituality

scholarly journals Karl Marx and Liberation Theology: Dialectical Materialism and Christian Spirituality in, against, and beyond Contemporary Capitalism

2018 ◽  
Vol 16 (2) ◽  
pp. 598-607 ◽  
Author(s):  
Peter McLaren ◽  
Petar Jandrić
Keyword(s):  
Critical Pedagogy ◽  
Liberation Theology ◽  
Karl Marx ◽  
Historical Materialism ◽  
Dialectical Materialism ◽  
Christian Spirituality ◽  
Human History ◽  
Paper Briefly ◽  
The Bible ◽  
Individualism And Collectivism

This paper explores convergences and discrepancies between liberation theology and the works of Karl Marx through the dialogue between one of the key contemporary proponents of liberation theology, Peter McLaren, and the agnostic scholar in critical pedagogy, Petar Jandrić. The paper briefly outlines liberation theology and its main convergences with the works of Karl Marx. Exposing striking similarities between the two traditions in denouncing the false God of money, it explores differences in their views towards individualism and collectivism. It rejects shallow rhetorical homologies between Marx and the Bible often found in liberation theology, and suggests a change of focus from seeking a formal or Cartesian logical consistency between Marxism and Christianity to exploring their dialectical consistency. Looking at Marxist and Christian approaches to morality, it outlines close links between historical materialism and questions of value. It concludes that the shared eschaton of Marxism and the Christianity gives meaning to human history and an opportunity to change it.

Kazimir Malevich: Economy as the Fifth Dimension

2019 ◽  
Vol 29 (6) ◽  
pp. 215-228
Keyword(s):  
Karl Marx ◽  
Dialectical Materialism ◽  
Economic Base ◽  
Surplus Value ◽  
Bourgeois Society ◽  
Fifth Dimension ◽  
Fourth Volume ◽  
Contemporary Painting ◽  
New Criterion ◽  
The Impact

This paper deals with the impact that Karl Marx"s Das Kapital (and especially its fourth volume, the theory of Surplus Value) had on the category of economy in Kazimir Malevich"s output. In a series of texts, Malevich proclaims economy the new criterion of art and the Black Square its embodiment in contemporary painting. While the author was analyzing Marx"s views on labor and human nature, echoes of them turned up in Malevich"s manifestos and philosophical essays where the artist pondered the idea of the liberation of creative exaltation. The article others an interpretation of the creative process itself from the standpoint of economy, which for Malevich provided an opportunity to lay down the foundation for a new kind of art that was consistent with the prevailing ideology. The author points out that while Malevich was in Vitebsk he studied Marx"s works with idea of incorporating economic studies into art: his speculations on the relationships between the ideological superstructure and the practical, economic base were written in the manner of Marxist philosophy and provided the basis for his main essays, The World as Non-Objectivity (1923) and Suprematism: Thee World as Non-Objectivity or Eternal Rest (1923-1924). They defined the new art as an independent ideological superstructure positioned “outside of other contents and ideologies.” Parallel to that, the author examines the correspondence between Malevich"s theory of the surplus element and Marxist doctrines on surplus value. It is also shown that Malevich hoped to prove that, as in dialectical materialism, his new surplus element opens the way to a new artistic structure that is emerging from the womb of the old system in the same way that communism comes about as a kind of heterogeneous body from within the underpinnings of bourgeois society.

The Relation of God and Man in the Writings of Nicolas Berdyaev

1950 ◽  
Vol 3 (4) ◽  
pp. 380-396
Author(s):  
Donald G. M. MaCkay
Keyword(s):  
Karl Marx ◽  
Dialectical Materialism ◽  
The North ◽  
Christian Culture ◽  
Marxian Analysis ◽  
The University

Nicholas Berdyaev was born in 1874 in Kiev, the cradle of Russian Christian culture. He was a scion of an aristocratic family, but while studying in Kiev, came under the influence of the writings of Kant and Hegel. While Hegel himself drew conservative conclusions from his own system, Karl Marx drew revolutionary conclusions, and the young Berdyaev followed Marx and the early Communists. Expelled from the University for these Marxist leanings, he found himself in exile in the north in company with some of the founders of Russian Communism. Yet all through his life he remained an independent and a rebel. Although he accepted the economic and political conclusions of Marxism, he rejected the dialectical materialism on which they were supposedly based, and as a result he was again exiled in 1922, this time by the Communists, after he had served as professor of philosophy in Moscow University. Most of the rest of his life was spent in exile in Paris, with the little group of Russian emigrés, but as he remained true to the Marxian analysis and critique of capitalism to the end of his days, and loathed the bourgeois order of society as cordially as any disciple of Lenin, he was naturally in little favour with them. He died there on 24th March 1948 at his writing table.

scholarly journals A pedagogia histórico-crítica e a defesa da transmissão do saber elaborado: apontamentos acerca do método pedagógico

Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 345
Author(s):  
Tiago Nicola Lavoura ◽  
Ana Carolina Galvão Marsiglia
Keyword(s):  
Critical Pedagogy ◽  
Student Development ◽  
Social Practice ◽  
Karl Marx ◽  
Dialectical Materialism ◽  
School Education ◽  
Educational Work ◽  
Dialectical Logic ◽  
Transmission Of Knowledge ◽  
Starting Point

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p345</p><p>Este artigo possui como objetivo realizar uma discussão acerca do método pedagógico da pedagogia histórico-crítica, notadamente elucidando as bases de sua fundamentação referenciadas no Método da Economia Política elaborado por Marx na famosa Introdução de 1857. Desta feita, explicita-se o movimento do conhecimento como a passagem do empírico ao concreto pela mediação do abstrato, evidenciando o caráter mediador da educação na prática social, tomando esta como ponto de partida e ponto de chegada do trabalho educativo, tendo-se como momentos intermediários do método pedagógico a problematização desta prática social, a instrumentalização por meio da transmissão dos conhecimentos nas suas formas mais elaboradas e a catarse enquanto síntese de desenvolvimento do aluno e, consequentemente, a possibilidade de alteração da prática social humano-genérica. Assim, busca-se evidenciar a lógica dialética desta proposta pedagógica que defende a atividade de ensino na educação escolar como aquela responsável pela reprodução ideal do movimento real dos conteúdos escolares, permitindo o alcance da riqueza categorial dos objetos de ensino enquanto síntese de múltiplas determinações e relações numerosas. Nesse sentido, compreender o método pedagógico dessa teoria em consonância com os fundamentos do materialismo histórico-dialético é essencial para sua realização bem sucedida e coerente com sua proposição.</p><p><strong><br /></strong></p><p><strong>Historical-critical pedagogy and the defense of elaborate knowledge transmission: notes on pedagogical method</strong></p><p><strong> </strong><strong>Abstract</strong></p><p>This article aims to carry out a discussion about pedagogical method of historical-critical pedagogy, clearly highlighting its fundaments on Political Economy Method, created by Karl Marx in his famous 1857. Thus, the study seeks to make clear the dialectical logic of this pedagogical  proposal that speaks up for the teaching activity in school education as that responsible by the ideal reproduction of the real school subjects movement, enabling the reach of categorical wealth of teaching objects as synthesis of multiple determinations and numerous relationship. So, it is made explicit the movement of knowledge as the passage from the empirical to the concrete by abstract mediation, highlighting the mediating character of education in social practice, taking this as a starting point and end point of the educational work, taking the questioning of this social practice as intermediate moments of pedagogical method , the manipulation through the transmission of knowledge in its most elaborate forms and catharsis as student development synthesis and consequently the possibility of changing human-generic social practice. In this sense, understanding the pedagogical method of this theory founded on Historical-Dialectical Materialism is essential to successfully and coherently carry out its proposition.</p><p><strong>Keywords:</strong> School Education. Historical-critical Pedagogy. Dialectical Method.</p><p><strong> </strong></p><p><strong>La pedagogía histórica-crítica y la defensa de la transmisión del saber elaborado: anotaciones sobre el método pedagógico</strong></p><p> <strong>Resumen</strong></p><p>El objetivo del artículo es realizar una discusión sobre el método pedagógico de la pedagogía histórica-crítica, explicado en las bases de su fundamentación referenciada en el Método de la Economía Política elaborado por Marx en la famosa Introducción de 1857. De este modo, se explicita el movimiento del conocimiento como el paso de lo empírico a lo concreto a través de la mediación de lo abstracto, resaltando el carácter mediador de la educación en la práctica social, tomándola como punto de partida y punto de llegada del trabajo educativo, teniendo como momentos intermedios del método pedagógico el problematizar esta práctica social, la instrumentalización a través de la transmisión de los conocimientos en sus formas más elaboradas y la catarsis, como síntesis de desarrollo del alumno y, como consecuencia, la posibilidad de alteración de la práctica social humana-genérica. De este modo, se busca mostrar la lógica dialéctica de esta propuesta pedagógica que aboga la actividad de enseñanza en la educación escolar como aquella responsable por la reproducción ideal del movimiento real de los contenidos escolares, lo que permite el alcance de la riqueza categórica de los objetos de enseñanza, como síntesis de múltiples determinaciones y relaciones numerosas. En este sentido, comprender el método pedagógico de esta teoría en consonancia con los fundamentos del materialismo histórico-dialéctico es esencial para su éxito y coherencia con su proposición.</p><p><strong>Palabras claves:</strong> Educación Escolar. Pedagogía histórica-crítica. Método Dialéctico.</p>

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 PRAWO W UTOPII KOMUNISTYCZNEJ. ZARYS PROBLEMATYKI

2016 ◽  
Vol 11 (4) ◽  
pp. 255
Author(s):  
Karol Kuźmicz
Keyword(s):  
Karl Marx ◽  
Dialectical Materialism ◽  
Revolutionary Movement ◽  
Class Society ◽  
Communist Ideology ◽  
The World ◽  
Friedrich Engels ◽  
The Law ◽  
The 19Th Century ◽  
The Revolution

LAW IN THE COMMUNIST UTOPIA. AN OUTLINE OF TOPIC Summary The Communist Utopia is strictly connected with the philosophical concepts of Karl Marx and Friedrich Engels in the 19th century. It is based on historical and dialectical materialism, which were later developed by younger philosophers who created Communist ideology. The scientific character of Communism was stressed and they claimed that it is possible to reach Communism, which will be the highest achievement of social development of progressive mankind. According to XI thesis about Ludwig Feuerbach “the philosophers have interpreted the world in many ways, but the clue problem is to change the world”. In order to change the world law was supposed to be used, because the philosophers claimed that it is easier to create a new man and new world than to adapt the system to people. The transition to Communism, with its first phase called „real socialism”, was connected with the fight of classes, which was supposed to be sharper and sharper. In this fight the law had to be both sword and shield on the way to Communism. The law was used as a tool in this fight against „relics of capitalism” such as: counter-revolution, imperialism, non-socialist attitude towards ownership and labor, nationalistic prejudices, religion and many other relics of capitalism. The Communist ideology presumed that reaching the power would be achieved by the revolution. In political and legal practice the ideology was totalitarian. The Communist system has elaborated its own theory of state and law, according to which the law was regarded as a tool for rulers, who wanted to achieve their own goals (often Utopian). The revolutionary movement tried to preserve the changes by binding law. As a result of it the law was instrumentally treated by the regime, which itself was above the law. The Communism, which as a presumption was not Utopian, has occurred to be anti-Utopian (so called negative Utopia). According to Leszek Kołakowski, the Communism was a “total lie” from the beginning. The highest point of the Communist Utopia was a presumption that at the end of the revolution the state and law will not be necessary any more. The non-class society will reach Communist paradise on the earth.

scholarly journals Process of Appropriating Mathematical Concepts Mediated by Teaching Activity

2020 ◽  
Vol 8 (10) ◽  
pp. 365-383
Author(s):  
Neuton Alves de Araújo ◽  
Cristiane De Sousa Moura Teixeira ◽  
Francisco de Paula Santos de Araujo Junior ◽  
Anna Karla Barros da Trindade
Keyword(s):  
Karl Marx ◽  
Cultural Theory ◽  
Dialectical Materialism ◽  
Learning Activity ◽  
Mathematical Concepts ◽  
Problem Situations ◽  
Continuous Formation ◽  
Video Recordings ◽  
Units Of Analysis ◽  
Data Production

Given the importance of Teaching Orientation Activity (AOE) as an articulated set of teachers' intentionality with the possibility of promoting mathematical theoretical-scientific thinking, the purpose of this study is to analyze the process of appropriation of mathematical concepts of teaching elementar school teachers, inserted in a project of continuous formation in the perspective of Historical-Cultural Theory / Activity Theory. Regarding the process of apprehension of the investigated phenomenon, the historical logical movement of the concepts was based, based on the assumptions of Historical and Dialectical Materialism, advocated by Karl Marx. The evidence was being evidenced, especially through the preparation and development of AOE by teachers participating in continuing education, which allowed us to go beyond the appearance and fossilization of the process of appropriation of concepts, apprehending the historical mediations that comprised the phenomenon under investigation . On the techniques of data production, field observations, video recordings of the formative meetings and reflective session were worked on. It was adopted as an analytical procedure, the method of deployment in units of analysis proposed by Vigotski and complemented by the idea of ​​"episodes" of learning (MOURA, 2004). It was observed that the teachers during the experience with the AOE, in a dialectical movement, little by little, were identifying different elements of the problem situations, commonly worked in the classroom, subsidized by formal logic. Thus, they acquire a level of awareness in the sense that as teachers, the need must be created, as well as the objective and subjective reasons and conditions for students to enter into learning activity.

Sign in / Sign up

Export Citation Format

Share Document