A sweeping intellectual history, encompassing literature, philosophy and psychoanalysis, of the pervasive idea of sublimation in German thought.

According to Freud's later works, we do not really feel well or free within civilization. Our discontent never disappears, and we shall never become completely reliable members of society. Alcohol already suffices, Freud tells us, to ruin the fragile architecture of sublimations. Since 'Beyond the Pleasure Principle,' sublimation seems to be nothing more than a euphemism for suppressing the drives. We sublimate because we did not get or were not allowed to have what we 'actually' wanted. Is sublimation a mere surrogate or perhaps even the name psychoanalysis found for 'theoria' in the twentieth century? With Freud as its pivot, Goebel provides an intellectual history of sublimation, which also serves as an introduction to other key ideas associated with the authors discussed, such as Schopenhauer's philosophy of music, the will to power in Nietzsche, the structure of Freudian psychoanalysis, Adorno's concept of modern art, or Lacanian ethics. In examining both its prehistory and reception, Goebel argues that sublimation can be reconsidered as the road toward an individual and social life beyond discontent.

Three decades into the ‘digital age’, the promises of emancipation of the digital ‘revolution’ in education are still unfulfilled. Furthermore, digitalization seems to generate new and unexpected challenges – for example, the unwarranted influence of digital monopolies, the radicalization of political communication, and the facilitation of mass surveillance, to name a few. This volume is a study of the downsides of digitalization and the re-organization of the social world that seems to be associated with it. In a critical perspective, technological development is not a natural but a social process: not autonomous from but very much dependent upon the interplay of forces and institutions in society. While influential forces seek to establish the idea that the practices of formal education should conform to technological change, here we support the view that education can challenge the capitalist appropriation of digital technology and, therefore, the nature and direction of change associated with it. This volume offers its readers intellectual prerequisites for critical engagement. It addresses themes such as Facebook’s response to its democratic discontents, the pedagogical implications of algorithmic knowledge and quantified self, as well as the impact of digitalization on academic profession. Finally, the book offers some elements to develop a vision of the role of education: what should be done in education to address the concerns that new communication technologies seem to pose more risks than opportunities for freedom and democracy.