Collecting Literacy when Gathering, Storing and Disseminating Educational Media (original) (raw)
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History of Political Thought, 2014
This article examines the historical thought of Peter Laslett against the background themes and dilemmas of British ‘Golden Age’ post-Second World War historiography, c.1945–1980. Laslett reappraised whig interpretations of English history, and extended these reappraisals to critiques of liberal political theory, in a similar vein as other Golden Age historians. The article argues that Laslett drew on themes from Michael Oakeshott’s idealist philosophy of history and Karl Mannheim’s sociology of knowledge in his revisions of Sir Robert Filmer, patriarchalism, John Locke and liberal political theory. Tracing these specific themes in Laslett’s thought is significant as it allows, first, for an understanding of the exact interpretive moves and speech acts that Laslett performed in writing his revisionist historical accounts. Second, this approach allows for an identification of the ways in which Laslett differed from both Oakeshott and Mannheim, and other Golden Age historians. The results of this article reveal several important aspects of Laslett’s historical thought: first, that, why and how Oakeshott and Mannheim had a profound influence on Laslett. Second, that Laslett’s inverted whiggism was similar to that of other Golden Age historians in exhibiting welfare state anachronisms, but that it was different from theirs in its particular critique of liberalism, and in its belief in the positive features of early modern patriarchalism. Third, underneath Laslett’s famous ambition to reform traditional political philosophy lay an unconventional form of inverted perennialism that reserved for present use only those aspects of past political philosophy that were entirely unique.
Prospects, 2021
This article attempts to re-evaluate Karl Mannheim's notion of "planning for freedom" within the context of contemporary global citizenship education (GCE). First, it examines Mannheim's distinctions between "planning", "founding", and "administration" and analyses his notion of principia media. It argues that Mannheim conceptualised "planned thinking" as a dynamic and interdependent type of thinking necessary for grasping the whole situation of a changing world. This kind of thinking is interdisciplinary and serves to develop human capacity, through higher education, towards the cultivation of active global citizens. Second, this article examines Mannheimian conceptions of "democratic personality", "integrative behaviour", and "creative tolerance", all of which are related to civility, which in turn is an indispensable aspect for GCE. The aim of this article is not to simply study Mannheim's thoughts in the strictest sense of the word. Rather, it interprets his insights in the context of current GCE's values and knowledge.
United by Action: Neurath in England
Jordi Cat – Adam Tamas Tuboly (Eds.), Neurath Reconsidered: New Sources and Perspectives. Dordrecht: Springer.
The aim of this paper is to give a biographical, historical, and philosophical reconstruction of Neurath's final years in England. Besides reconstructing Neurath's arrival to England, in the context of his life and philosophical introduction at Oxford, I will argue that since the 1930s, Neurath was eager to develop a brand for logical empiricism. This brand was based not on theoretical commitments, but on practical considerations and decisions. Using a detailed case study on Neurath's relation to the Hungarian sociologist of knowledge Karl Mannheim, I show that the development of their connections documents how Neurath gave more and more priority to practical aims during his English years. Finally, the concluding section points to some further considerations on Neurath's legacy.
THEIR `OWN PECULIAR WAY': KARL MANNHEIM AND THE RISE OF WOMEN
International Sociology, 1993
Mannheim's published works do not prepare scholars for the importance he attached to the study of women; and his origins in an intellectual milieu attracted to metaphysical dualism add interest to his attempted rapprochement with liberal feminism. This study explores a surprising parallel drawn by Karl Mannheim as teacher in the 1930s. Despite vital differences in their social genealogies, women and intellectuals both exemplify groups constitutive of social structure without fitting in the Marxist scheme of social classes. Both groups are in crisis owing to a disproportion between their objective social situations and the conceptions by which they orient themselves. Sociology provides a method, and crisis provides the impulse for both to gain clarity about themselves and their situations. The ensuing group consciousness enables each of them to counter socially oppressive power without abandoning valuable qualities in their distinct social identities for the sake of revolutionary mass mobilization. Mannheim's thesis requires a conception of constitutional negotiation of group divergences, but his sociological legacy of holistic change and organic integration denies him the political resources to realize such a vision.
Political Education for a Polity of DissensusKarl Mannheim and the Legacy of Max Weber
European Journal of Political Theory, 2002
The convergence of questions about the methods and substance of political thought with pedagogical issues was a principal theme during the Weimar Republic, notably in conjunction with the struggle over sociology as a an academic subject, and in that case, too, the problems gained urgency from developments that called established categories into profound question.