The present article is a continuation of an earlier paper, entitled “Dialectical Materialism: A Friendly Interpretation”, which appeared in this journal. In the “Friendly Interpretation”, the emphasis was on formal and systematic exposition. Here, familiarity with the basic tenets of dialectical materialism is presumed, and some peripheral topics, which were deleted from the “Friendly Interpretation” lest they interrupt its continuity, are treated in five essay-type sections. First, an interpretation of dialectical materialism proposed by Rosenfeld, according to which the usual acausal (...) interpretation of quantum mechanics is consistent with, and even an instructive illustration of dialectical materialism, is criticized. In the second section, the connection between positivism and Orwell's “doublethink” is pointed out. This is done in order to exhibit certain difficulties to which consistent positivism leads, but which are avoided by both materialism and objective idealism; in particular, the language of positivism, lacking the concept of “existence”, is inadequate to distinguish by any absolute criterion between reality and a dream world. In the last three sections, two acausal philosophies are compared and contrasted to dialectical materialism. First, in the third section, Landé‘s argument, showing the incompatibility of the principles of complete causality and of continuity of cause and effect, is summarized. It is shown that Landé‘s choice, in favor of continuity of cause and effect, is not the only consistent one, and that if one accepts the outlook of dialectical materialism, the opposite choice can and should be made. In the fourth section, Margenau's interpretation of quantum mechanics is criticized, both in terms of the criteria proposed by Margenau, and from the point of view of the doctrine of rationalism, which, in the “Friendly Interpretation”, was included as part of dialectical materialism. The interpretation of Bohm, de Broglie, and Takabayasi is preferred to that of Margenau, which is akin to the usual Bohr-Heisenberg interpretation of quantum mechanics. Margenau's sharp distinction between concepts applicable to the microcosm, and those useful in macroscopic considerations, is criticized. In the fifth section, Margenau's use of the term “historical reality” in connection with the microcosm is criticized. It is argued that the reality of historical concepts is not intrinsically different from the reality of physical concepts. This leads to a further discussion of “free will”. (shrink)

Materialismo dialético, luta de classes e insights filosóficos sobre a educação a partir de Slavoj Žižek Resumo: O artigo aborda a concepção de luta de classes no atual cenário histórico, político e social. O dogma das democracias ocidentais sugere que vivemos numa era pós-ideológica. Isso implica que não há mais espaço para a ideia de luta de classes. Contudo, segundo Žižek, é esse discurso que deve ser enquadrado no campo ideológico. Žižek retoma o conceito de materialismo dialético a fim de (...) demonstrar a contradição interna ao campo ideológico de nossa sociedade dita pós-ideológica. Nesse momento, o conceito de luta de classes retorna à cena. A luta de classes não consiste num antagonismo entre dois polos num espaço comum, mas na fissura inerente ao próprio espaço. Para desenvolver o tema, cabe, antes, abordar o conceito de materialismo teológico de Walter Benjamin, que fundamenta, substancialmente, o conceito de materialismo dialético de Žižek. Importante, igualmente, retomar uma reflexão sobre o conceito de pulsão de morte em Freud, já que tal conceito exprime exatamente a fissura interna à realidade que condiciona a luta de classes. Convém, ademais, compreender como a ideia de educação pode ser pensada a partir da contradição que mobiliza a luta de classes.Palavras-chaves: Materialismo dialético. Luta de classes. Ideologia. Educação. Dialetic materialism, class struggle and philosophical insights on education from Slavoj Žižek: The article discusses the concept of class struggle in the current historical, political and social scenario. The dogma of Western democracies suggests that we live in a post-ideological era. This implies that there is no longer any room for the idea of ​​class struggle. However, according to Žižek, it is this discourse that must be framed in the ideological domain. Žižek takes up the concept of dialectical materialism in order to demonstrate the internal contradiction to the ideological field of our so-called post-ideological society. At this point, the concept of class struggle returns to the scene. The class struggle does not consist of an antagonism between two poles in a common space, but in the fissure inherent in the space itself. To develop the theme, it is first necessary to approach Walter Benjamin's concept of theological materialism, which substantially supports Žižek's concept of dialectical materialism. It is also important to resume a reflection on the concept of the death instinct in Freud, because this concept expresses exactly the internal fissure in reality which conditions the class struggle. In addition, it is important to understand how the idea of ​​education can be thought of from the contradiction that mobilizes the class struggle.Keywords: Dialectical materialism. Class struggle. Ideology. Education. Matérialisme dialetique, lutte de classe et insights philosophiques sur l'éducation de Slavoj Zižek Résumé: L'article aborde le concept de lutte des classes dans le scénario historique, politique et social actuel. Le dogme des démocraties Occidentales sugère que nous vivons à une époque post-idéologique. Cela implique qu'il n'y a plus de place pour l'idée de lutte de classe. Cependant, selon Žižek, c'est ce discours qui doit être cadré dans le domaine idéologique. Žižek reprend le concept de matérialisme dialectique afin de démontrer la contradiction interne au champ idéologique de notre soi-disant société post-idéologique. À ce moment, le concept de lutte des classes revient sur la scène. La lutte des classes ne consiste pas en un antagonisme entre deux pôles dans un espace commun, mais dans la fissure inhérente à l'espace lui-même. Pour développer le thème, il est d'abord nécessaire d'approcher le concept de matérialisme théologique de Walter Benjamin, qui étaye substantiellement le concept de matérialisme dialectique de Žižek. Il est également important de reprendre une réflexion sur le concept d'instinct de mort chez Freud, car ce concept exprime exactement la fissure interne à la réalité qui conditionne la lutte des classes. En outre, il est important de comprendre comment l'idée de l'éducation peut être pensée à partir de la contradiction qui mobilise la lutte des classes.Mots-clés: Matérialisme dialectique. Lutte des classes. Idéologie. Éducation. Data de registro: 09/02/2020Data de aceite: 28/08/2020. (shrink)

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Cover -- Half Title -- Title -- Copyright -- Original Title -- Original Copyright -- Contents -- Acknowledgments -- 1 The philosophical context -- 2 Structuralism -- 3 Semiology as a science of signs -- 4 S/Z -- 5 Marxism, language, and ideology -- 6 On the subject of Lacan -- 7 The critique of the sign -- 8 Conclusion -- Bibliography -- Index.

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A symposium on Samantha Frost’s Lessons from a Materialist Thinker: Hobbesian Reflections on Ethics and Politics offers an opportunity to revisit one of the most original contributions to Hobbes scholarship in the last few decades. The book’s originality resides not only in recuperating Hobbes’s materialist metaphysics for contemporary ethics and politics, but in making Hobbes’s take on matter inform novel conceptual approaches to social and non-social reality, such as new materialism – a philosophical school that conceives matter as vibrant and (...) agentic, rather than inert. (shrink)

Alain Badiou presents his philosophy as thoroughly and consistently materialist in ways that follow in the footsteps of thinkers ranging from Lucretius to Mao. However, considering Badiou's decisio...

In the Critique of Pure Reason, Kant uses the notion of spontaneity to characterize both the ordinary epistemic activity of the understanding and the kind of causal activity required for transcendentally free agency. In spite of the obvious differences between these two conceptions of spontaneity, at one time Kant virtually identified them, since he licensed the inference from the spontaneity of thought manifest in apperception to the transcendental freedom of the thinker. By the mid-1700s, however, he abandoned that view, affirming (...) instead a sharp distinction between “logical freedom,” which pertains to acts of thought, and “transcendental freedom,” which supposedly pertains to acts of will. This distinction, if not the precise language in which it was originally expressed, remained an integral part of the “critical” philosophy. Moreover, although the topic of freedom is not discussed in the Paralogisms, Kant there insists on the illegitimacy of the attempt to derive any synthetic knowledge regarding the nature of the “thing which thinks” from the ‘I think’. (shrink)

This article provides an interpretation of the ecophenomenological dimension of Luce Irigaray's work. It shows that Irigaray builds upon Heidegger's recovery of the ancient sense of nature as physis, self-emergence into presence. But, against Heidegger, Irigaray insists that self-emergence is a material process undergone by fluid elements, such as air and water, of which the world is basically composed. This article shows that this “elemental materialist” position need not conflict with modern science. However, the article criticises Irigaray's claim that men (...) and women inhabit radically different sexuate worlds. Although this claim has some phenomenological basis, ultimately it is undercut by Irigaray's own elemental materialism, which implies that sexuate difference colours our perception but does not cleave it down a radical difference in kind. We can therefore accept and develop Irigaray's contribution to ecophenomenology without her insistence on radical sexuate duality. (shrink)

I argue here that in the end Bourdieu's theory of practice fails to overcome the problem on which it expressly centers, namely, subject-object dualism. The failure is registered in his avowed materialism, which, though significantly "generalized," remains what it says: a materialism. In order to substantiate my criticism, I examine for their ontological presuppositions three areas of his theoretical framework pertaining to the questions of (1) human agency (as seen through the conceptual glass of the habitus), (2) otherness, and (3) (...) the gift. By scrutinizing Bourdieu's powerful and progressive social theory, with an eye to finding fault, I hope to show the need to take a certain theoretical action, one that is patently out of keeping with the usual self-presentation and self-understanding of social science. The action I have in mind is this: because the problem of subject-object dualism is in the first place a matter of ontology, in order successfully to address it there must take place a direct shift of ontological starting point, from the received starting point in Western thought to one that projects reality in terms of ambiguity that is basic. With this shift the dualism of subject and object dissolves by definition, leaving a social reality that, for reasons of its basic ambiguity, is best approached as a question of ethics before power. (shrink)

Prof. R. W. Sellars' article "Three Levels of Materialism," published in the present number of our journal, marks an important stage in the philosophical development of the noted American philosopher. In it he gives something in the nature of a summation of his views on one of the most important problems in the theory of knowledge—that of perception—to which Sellars has devoted many years of work and quite a number of articles.

This essay introduces Walter Benjamin’s historical materialism to illuminate how history teachers may invoke a critique of the past and present through democratizing the production of knowledge in the classroom. Historical materialism gives students access to the means of knowledge production and entrusts them with the task of generating a critique of politics though encounters with historical objects. The rise of the alt-right, alternative facts, and fake news sites necessitates social studies methods that intervene into the fascist seductions of narrative (...) in history. A Benjaminian pedagogy emphasizes reading practices that acknowledge the political layers of history inscribed within the objects. This generates space for forms of pessimism and dialectic critiques of barbarism that students may experience with history beyond the teacher’s capacity for understanding. In the name of democracy over fascism, the article adds a political critique to students’ historical and critical thinking skills. (shrink)