Most Influential Socialist Thinkers Of Time

Most Influential Socialist Thinkers Of Time The philosopher, social scientist, historian and revolutionary, Karl Marx, is without a doubt the most influential socialist thinker to emerge in the 19th century. Although he was largely ignored by scholars in his own lifetime, his social, economic and political ideas gained rapid acceptance in the socialist movement after his death in 1883. Until quite recently almost half the population of the world lived under regimes that claim to be Marxist. This very success, however, has meant that the original ideas of Marx have often been modified and his meanings adapted to a great variety of political circumstances. In addition, the fact that Marx delayed publication of many of his writings meant that is been only recently that scholars had the opportunity to appreciate Marxs intellectual stature. It is difficult to know what effect this would have on his later philosophy, but we do know that Marx would be antithetical to religious belief, at one time pronouncing it, the opiate of the masses After schooling in Trier (1830-35), Marx entered Bonn University to study law. At university he spent much of his time socialising and running up large debts. His father was horrified when he discovered that Karl had been wounded in a duel. Heinrich Marx agreed to pay off his sons debts but insisted that he moved to the more sedate Berlin University. Educated in the best universities in Germany at Bonn, Berlin and Jena, he was greatly influenced by the most prominent scholar of the previous generation, Georg Wilhelm Friedrich Hegel. As youth turned to middle age, Karl Marxs views became more radical and finally hardened into the body of thought we know today. His journey to this point took him out of Germany where the newspaper he edited, the Rheinische Zeitung, was suppressed by the Government. He moved to Paris in 1843 and later to Brussels in 1845. Marx himself considered his theory of surplus-value his most important contribution to the progress of economic analysis (Marx, letter to Engels of 24 August 1867). It is through this theory that the wide scope of his sociological and historical thought enables him simultaneously to place the capitalist mode of production in his historical context, and to find the root of its inner economic contradictions and its laws of motion in the specific relations of production on which it is based Marx was partial to Hegel and his theories and was influenced by Hegels views that history was a dialectical process. He did not adhere to Hegels spirituality . He was also influenced by Fuerbach, Saint-Simon, Proudhon and Bakunin. While living in Paris, he began to associate with the working clasas for the first time. He began to formulate his thought that revolution was the key to achieving balance between the upper class and the working class. He wrote and spoke on social change through revolution. He believed that there was great energy between proleterians and capitalists. Marx began to appeal to more of the common people during the early depression days. American educatin became aware of soviet education reforms during the 1920s and through George S. Counts who visited Russia and brought their educational system of reform to light in America. But only a mere 10 years later, American educators did not think societ education was good. The theory associated with Marxism was developed in mid-19th century Europe by Karl Marx and Friedrich Engels. Although Marx and Engels did not write widely about education, they developed theoretical perspectives on modern societies that have been used to highlight the social functions of education and their concepts and methods have served to both theorize and criticize education in the reproduction of capitalist societies, and to support projects of alternative education. In this study, I will first briefly sketch the classical perspectives of Marx and Engels, highlighting the place of education in their work. Then, I lay out the way that Marxian perspectives on education were developed in the Frankfurt School critical theory, British cultural studies, and other neo- Marxian and post-Marxian approaches grouped under the label of critical pedagogy, that emerged from the work of Paulo Freire and is now global in scope. I argue that Marxism provides influential and robust perspectives on education, still of use, but that classical Marxism has certain omissions and limitations that contemporary theories of society and education need to overcome. The young Marx and Engels thus perceived that without education the working class was condemned to lives of drudgery and death, but that with education they had a chance to create a better life. In their famous 1848 Communist Manifesto, Marx and Engels argued that growing economic crises would throw ever more segments of the middle classes, and the older peasant and artisan classes, into the impoverished situation of the proletariat and would thus produce a unified working class, at least one with interests in common. They declared that the bourgeois class is constantly battling against the older feudal powers, among its own segments, and against the foreign bourgeoisie, and thus enlists the proletariat as its ally. Consequently, the proletariat gains education and experience which it can use to fight the ruling class. The Marxist approach to education is broad constuctivist and emphasises activity, collaboration and critique, rather than passive absorption of knowledge, emulation of elders and conformism; it is student-centred rather than teacher centred, but recognises that education cannot transcend the problems and capabilities of the society in which it is located. The Soviet, Chinese, and other Communist states were at most only partly structured along Marxist classless lines, and while such Communist leaders as Vladimir Ilyich Lenin, Joseph Stalin, and Mao Zedong staunchly claimed Marxist orthodoxy for their pronouncements, they in fact greatly stretched the doctrine in attempting to mold it to their own uses. The evolution of varied forms of welfare capitalism, the improved condition of workers in industrial societies, and the recent demise of the Communist bloc in Eastern Europe and Central Asia have tended to discredit Marxs dire and deterministic economic predictions. The Soviet and Chinese Communist regimes did not result in the disappearance of the state, but in the erection of huge, monolithic, and largely inefficient state structures. In recent years, many Western intellectuals have championed Marxism and repudiated Communism, objecting to the manner in which the two terms are often used interchangeably. A number have turned to Marxs other writings and explored the present-day value of such Marxist concepts as alienation. Among prominent Western Marxists were the Hungarian philosopher Gyà ¶rgy Lukaisand the Italian political philosopher Antonio Gramsci, both of whom viewed Marxism as a liberation from the rule of political economy and believed in its relationship to the social consciousness. Marxisms influence can be found in disciplines as diverse as economics, history, art, literary criticism, and sociology. German sociologist Max Weber, Frankfurt school theorists such as Theodor Adorno and Max Horkheimer, British economist Joan Robinson, German dramatist Bertolt Brecht, British literary critic Frederic Jameson, and the French historians of the Annales school have all produced work drawn from Marxist perspectiv es.

anger :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ANGER Anger is a healthy emotion when it is expressed appropriately. When it is not, it can have devastating effects. Anger is at the root of many personal and social problems, e.g., child abuse, domestic violence, physical and verbal abuse, and community violence. Problematic interpersonal relations may also disrupt employment activities because of the interference of anger on workplace performance. Left unchecked, anger can destroy relationships, obstruct problem solving skills, and increase social withdrawal. Anger also affects our physical health. For example, it can tax our immune system; contribute to headaches, migraines, severe gastrointestinal symptoms, hypertension, and coronary artery disease. Anger is a healthy and valid emotion. But many of us are taught not to express or show our anger. This often leaves us feeling frustrated and unable to express how we feel inside. As a result, some of us store and suppress our anger, while others may express it, but in negative and unhealthy ways. Individual counseling sessions will assist you in learning how to express and communicate your anger in positive and effective ways. Anger is 'an emotional state that varies in intensity from mild irritation to intense fury and rage,' according to Charles Spielberger, Ph.D., a psychologist who specializes in the study of anger. Like other emotions, it is accompanied by physiological and biological changes; when you get angry, your heart rate and blood pressure go up, as does the level of your energy hormones, adrenalin and/nor adrenalin. Anger can be caused by both external and internal events. You could be angry with a specific person (Such as a coworker or supervisor) or event (a traffic jam, a canceled flight), or worrying or brooding about your personal problems could cause your anger. Memories of traumatic or enraging events can also trigger angry feelings. The instinctive, natural way to express anger is to respond aggressively. Anger is a natural, adaptive response to threats; it inspires powerful, often aggressive, feelings and behaviors, which allow us to fight and to defend ourselves when we are attacked. A certain amount of anger, therefore, is necessary to our survival. On the other hand, we can't physically lash out at every person or object that irritates or annoys us; laws, social norms and common sense place limits on how far our anger can take us. People use a variety of both conscious and unconscious processes to deal with their angry feelings. The three main approaches are expressing, suppressing, and calming. Expressing your angry feelings in an assertive --not aggressive -- manner is the healthiest way to express anger. To do this, you have to learn how to make clear what your needs are, and how to get them

Comparison Between the Cost of Living in Ecuador and the United States

The Cost of Living between Ecuador and the United States The cost of living between Ecuador and the United States shows several differences, but this essay is going to focus on two of the most common ones. The first one is the rental price of an apartment and the second one is the cost of clothing and shoes. First, the rental price of an apartment of three bedrooms in Ecuador is around 500 dollars; on the other hand, this cost is much higher in the United States; actually, an American family has to pay about 1500 dollars for renting an apartment with these characteristics.In short, renting an apartment in Ecuador is three times less expensive than renting it in the United States. Second, the price of the clothing and the shoes is extremely expensive in Ecuador, for example: if a person wants to buy one pair of Nike shoes, that person has to pay about 300 dollars, whereas in the United States if someone buys the same pair of shoes, he/she pays around 150 dollars.Moreover, an American woman can get a Calvin Klein coat paying 250 dollars, while in Ecuador a woman has to pay almost 1000 dollars for getting the same piece of clothing. In brief, both the price of clothing and the cost of shoes are more accessible in the United States than in Ecuador. In conclusion, both Ecuador and the United States display certain differences in the cost of living but the most popular are the ones related to the rental price of an apartment and the cost of the clothes and shoes.

A Taste Of Place Ant 300 Food And Culture - 1425 Words

A Taste of Place ANT 300: Food and Culture Mena Boyah In Amy Trubek’s ethnography A Taste of Place the recurring theme in this ethnography is the French word terroir. Terroir is a word that isn’t easily translatable but when it is translated it is simply: the complete natural environment in which a particular food is produced, the factors that affect this are soil, climate, and topography. Terroir in simpler terms is all about the locality of a particular farm, crop, or food dish. This locality is what The Common Ground Fair is all about. Even before we begin tasting the food that Maine has produced there are specific thoughts that come to mind when we think of Maine. For me those thoughts are: flannels, beards, Carharts, L.L. Bean but more specifically Bean Boots, Potatoes, Lobster, Trees and lots of them, and a particular form of hardiness and self reliance. All of these thoughts are important but the last one is probably the most, I say this because upon entering The Common Ground Fair all of these thought were present right in front of us. I mention a particular sense of self reliance because The Common Ground fair is the epicenter of selfreliance and rural life. The folks that attend this three day event usually pick out talks and classes that they wish to attend and fill their day with a full schedule to get the most out of the fair as possible. Upon entering theShow MoreRelatedGlobal Business Cultural Analysis: China Essay4992 Words   |  20 PagesAnalysis: China Terry Lushbaugh BUSI 604 International Business Liberty University Abstract The following examines the nation of China and its trade relations with the world, particularly the United States. The focus is primarily on China’s culture and how it impacts business dealings with other countries. Areas examined include: Religion, Management Philosophy, and Business Etiquette. 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One orthographic change is the substitution of the more easily understood Å‹ symbol for the velar nasal in place of the ‘n’ with ï€ ¤ superdot (n) in the manuscript. The photographs were inserted by the editor, deriving from fieldwork in Nigeria. I believe the ms. should be published in hard copy, but there are several reasons for not doing this at present. TheRead Morepreschool Essay46149 Words    |  185 PagesChildren receive opportunities to draw inspiration from the environment and their experiences to create and to communicate through art, individually and with others. Art engages English learners and children whose home culture might be different from the preschool culture. Participation in the arts helps children develop language skills. The social context of arts activities supports English learners, who can participate as their language skills develop. 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