Towards a Cognitive Sociology for Our Time: Habermas and Honneth or Language and Recognition … and beyond

2011 ◽  
Vol 19 (1) ◽  
pp. 176-198 ◽  
Author(s):  
Piet Strydom
Keyword(s):  
Critical Theory ◽  
Common Core ◽  
Cognitive Sociology ◽  
Social Theories ◽  
Theoretical Innovation ◽  
Core Elements ◽  
The Common ◽  
Critical Social

This article argues that Habermas and Honneth's respective critical social theories contain elements which, although largely concealed, can be unearthed, consolidated and developed for the purposes of constructing a timely kind of cognitive sociology. The proposed departure attempts to draw out and build on the strengths of both authors, however divergent and opposed their social theories might appear. Amidst all the differences between them, the common core elements in their respective language-theoretical and recognition-theoretical versions of critical theory provide the means for devising a theoretical innovation that goes beyond both, yet remains within the metatheoretical parameters of critical theory encapsulated by its key concept of immanent transcendence.

Mathematical Modeling: A Structured Process

2015 ◽  
Vol 108 (6) ◽  
pp. 446-452 ◽  
Author(s):  
Cynthia Oropesa Anhalt ◽  
Ricardo Cortez
Keyword(s):  
Mathematical Modeling ◽  
Common Core ◽  
Cell Phone ◽  
Student Work ◽  
Core Elements ◽  
The Common ◽  
Assessment Rubric

A task about locating a lost cell phone illustrates the Common Core elements of mathematical modeling. An assessment rubric helps teachers evaluate student work critically.

scholarly journals Grounding social criticism: from understanding to suffering and back

Digithum ◽  
2019 ◽  
Author(s):  
Onni Hirvonen
Keyword(s):  
Critical Theory ◽  
Social Ontology ◽  
Social Criticism ◽  
Scientific Understanding ◽  
Social Suffering ◽  
Social Struggle ◽  
Social Theories ◽  
Critical Social

This paper critically examines John Dewey’s and Axel Honneth’s critical social philosophies in order to highlight two different normative sources of social struggle: scientific understanding and social suffering. The paper discusses the relations of these sources with each other and aims to show to what extent the normative sources of Dewey’s and Honneth’s critical social theories are compatible. The comparison between Dewey and Honneth is used in order to argue for a desiderata for critical social ontology. The argument is that we want to consistently include both elements – suffering and understanding – in a critical theory as only by having both will critical theory grant a clear enough direction and good enough motivational normative core for a social struggle.

scholarly journals Šiądienos kritinės teorijos klausimu

2013 ◽  
Vol 33 (2) ◽  
pp. 205-038
Author(s):  
Algimantas Valantiejus
Keyword(s):  
Critical Theory ◽  
Social Theory ◽  
Frankfurt School ◽  
Critical Social Theory ◽  
Theoretical Problem ◽  
Theoretical Structure ◽  
Social Theories ◽  
Contemporary Practice ◽  
The Relationship ◽  
Critical Social

Santrauka. Šio straipsnio paskirtis – atnaujinti diskusiją dėl teorinės struktūros sandaros, kurią suda­ro ir analitiniai, ir normatyviniai elementai. Pagrindinis uždavinys – analitiškumo ir normatyviškumo komponentų kintančioje kritinės socialinės teorijos sandaroje identifikavimas ir metodologinių požiūrių į šių komponentų tarpusavio santykį šiuolaikinėse praktikos teorijose analizė. Siekiama atsakyti į klausimą, kodėl kritikos sąvoka šiuolaikinėse praktikos teorijose keičiama reflektyvumo sąvoka. Straipsnyje, remiantis kritinių teoretikų nuorodomis ir jas interpretuojant, analizuojamos „nekalto“ (Wittgensteino Filosofinių tyrinėjimų 308 fragmente aptariama prasme) terminologinio pakeitimo euristinės implikacijos šių dienų kritinėms socialinėms teorijoms, kurios skiriamos nuo ankstyvosios Frankfurto kritinės teorijos. Pagrindiniai žodžiai: kritika, reflektyvumas, kritinė teorija, kritinė socialinė teorija, praktikos teo­rija. Key words: critique, reflexivity, critical theory, critical social theory, practice theory. ABSTRACT ON THE QUESTION OF CRITICAL THEORY TODAY The task of this article is to renew the discussion about the theoretical structure which includes both analytical and normative elements. The main theoretical problem analyzed in the article is the identifi­cation of analytical and normative elements in the structure of critical social theory and the analysis of the relationship between these elements in contemporary practice theories. The article seeks to answer the ques­tion why the concept of critique in contemporary practice theories is changed by the concept of reflexivity. The article aims to emphasize the implications of this „innocent“ terminological change for contemporary critical social theories, distinguished from early Critical Theory of Frankfurt School.

O ENSINO RELIGIOSO EM QUESTÃO

2018 ◽  
Vol 9 (21) ◽  
pp. 459
Author(s):  
Mauro Rocha Baptista
Keyword(s):  
Supreme Court ◽  
Religious Education ◽  
Common Core ◽  
Historical Perspective ◽  
National Curriculum ◽  
The Other ◽  
Federal Constitution ◽  
The Supreme Court ◽  
The Common

Neste artigo analisamos a relação do Ensino Religioso com a sua evolução ao longo do contexto recente do Brasil para compreender a posição do Supremo Tribunal Federal ao considerar a possibilidade do Ensino Religioso confessional. Inicialmente apresentaremos a perspectiva legislativa criada com a constituição de 1988 e seus desdobramentos nas indicações curriculares. Neste contexto é frisado a intenção de incluir o Ensino Religioso na Base Nacional Curricular Comum, o que acabou não acontecendo. A tendência manifesta nas duas primeiras versões da BNCC era de um Ensino Religioso não-confessional. Uma tendência que demarcava a função do Ensino Religioso em debater a religião, mas que não permitia o direcionamento por uma vertente religioso qualquer. Esta posição se mostrava uma evolução da primeira perspectiva histórica mais associada à catequese confessional. Assim como também ultrapassava a interpretação posterior de um ecumenismo interconfessional, que mantinha a superioridade do cristianismo ante as demais religiões. Sendo assim, neste artigo, adotaremos o argumento de que a decisão do STF, de seis votos contra cinco, acaba retrocedendo ante o que nos parecia um caminho muito mais frutífero.Palavras-chave: Ensino Religioso. Supremo Tribunal Federal. Confessional. Interconfessional. Não-confessional.Abstract: On this article, we analyze the relation between Religious education and its evolution along the currently Brazilian context in order to understand the position of the Supreme Court in considering the possibility of a confessional Religious education. Firstly, we are going to present the legislative perspective created with the 1988 Federal Constitution and its impacts in the curricular lines. On this context it was highlighted the intention to include the Religious Education on the Common Core National Curriculum (CCNC), which did not really happened. The tendency manifested in the first two versions of the CCNC was of a non-confessional Religious Education. A tendency that delineated the function of the Religious Education as debating religion, but not giving direction on any religious side. This position was an evolution of the first historical perspective more associated to the confessional catechesis. It also went beyond the former interpretation of an inter-confessional ecumenism, which kept the superiority of the Christianity over the other religions. As such, in this paper we adopt the argument that the decision of the Supreme Court, of six votes against five, is a reversal of what seemed to be a much more productive path on the Religious Education.Keywords: Religious Education. Brazilian Supreme Court. Confessional. Inter-confessional. Non- confessional.Enviado: 23-01-2018 - Aprovado e publicado: 12-2018

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