The early Marx called for the “realization of philosophy” through revolution. Revolution thus became a critical concept for Marxism, a view elaborated in the later praxis perspectives of Lukács and the Frankfurt School. These thinkers argue that fundamental philosophical problems are, in reality, social problems abstractly conceived. Originally published as Lukács, Marx and the Sources of Critical Theory, The Philosophy of Praxis traces the evolution of this argument in the writings of Marx, Lukács, Adorno and Marcuse. This reinterpretation of the philosophy of praxis shows its continuing relevance to contemporary discussions in Marxist political theory, continental philosophy and science and technology studies.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

Critical philosophy has always challenged the division between theory and practice. At its best, it aims to turn contemplation into emancipation, seeking to transform society in pursuit of equality, autonomy, and human flourishing. Yet today’s critical theory often seems to engage only in critique. These times of crisis demand more. Bernard E. Harcourt challenges us to move beyond decades of philosophical detours and to harness critical thought to the need for action. In a time of increasing awareness of economic and social inequality, Harcourt calls on us to make society more equal and just. Only critical theory can guide us toward a more self-reflexive pursuit of justice. Charting a vision for political action and social transformation, Harcourt argues that instead of posing the question, “What is to be done?” we must now turn it back onto ourselves and ask, and answer, “What more am I to do?” Critique and Praxis advocates for a new path forward that constantly challenges each and every one of us to ask what more we can do to realize a society based on equality and justice. Joining his decades of activism, social-justice litigation, and political engagement with his years of critical theory and philosophical work, Harcourt has written a magnum opus.

This book will offer a full reconstruction of the history of Theoretical Marxism in Italy between 1895 and 1935, based on a rigorous philological method. The starting term (1895) is marked by the publication of Antonio Labriola's first essay on historical materialism (In memory of Communist Manifesto); the final term coincides with the conclusion of the "Prison Notebooks" written by Antonio Gramsci. This book analyses the original character of the Marxist philosophy in Italy, which emerged by distinguishing itself from the "orthodoxy" of the Second and Third International. By delineating a significant chapter in the history of Marxism, the book will also propose a specific contribution to the history of Italian Philosophy, which is here studied in relation to the developments of European philosophy, beyond the traditional subdivisions of Positivism, Idealism and Marxism.

From the Introduction: This inquiry is concerned with the themes of praxis and action in four philosophic movements: Marxism, existentialism, pragmatism, and analytic philosophy. It is rare that these four movements are considered in a single inquiry, for there are profound differences of emphasis, focus, terminology, and approach represented by these styles of thought. Many philosophers believe that similarities among these movements are superficial and that a close examination of them will reveal only hopelessly unbridgeable cleavages. While respecting the genuine fundamental differences of these movements, this inquiry is undertaken in the spirit of showing that there are important common themes and motifs in what first appears to be a chaotic babble of voices. I intend to show that the concern with man as an agent has been a primary focal point of each of these movements and further that each contributes something permanent and important to our understanding of the nature and context of human activity.

Georg Lukács' early Marxist philosophy of the 1920s laid the foundations of Critical Theory. However the evaluation of Lukács' philosophical contribution has been largely determined by one-sided readings of eminent theorists like Adorno, Habermas, Honneth or even Lukács himself. This book offers a new reconstruction of Lukács' early Marxist work, capable of restoring its dialectical complexity by highlighting its roots in his neo-Kantian, 'pre-Marxist' period. In his pre-Marxist work Lukács sought to articulate a critique of formalism from the standpoint of a dubious mystical ethics of revolutionary praxis. Consequently, Lukács discovered a more coherent and realistic answer to his philosophical dilemmas in Marxism. At the same time, he retained his neo-Kantian reservations about idealist dialectics. In his reading of historical materialism he combined non-idealist, non-systematic historical dialectics with an emphasis on conscious, collective, transformative praxis. Reformulated in this way Lukács' classical argument plays a central role within a radical Critical Theory.

Presents a critical, Neo-Marxist philosophy of education.