A series of essays treating, among other topics, the definition of orthodox Marxism, the question of legality and illegality, Rosa Luxemburg as a Marxist, the changing function of Historic Marxism, class consciousness, and the ...

Georg Lukács wrote The Theory of the Novel in 1914-1915, a period that also saw the conception of Rosa Luxemburg's Spartacus Letters, Lenin's Imperialism: The Highest Stage of Capitalism, Spengler's Decline of the West, and Ernst Bloch's Spirit of Utopia. Like many of Lukács's early essays, it is a radical critique of bourgeois culture and stems from a specific Central European philosophy of life and tradition of dialectical idealism whose originators include Kant, Hegel, Novalis, Marx, Kierkegaard, Simmel, Weber, and Husserl.The (...) Theory of the Novel marks the transition of the Hungarian philosopher from Kant to Hegel and was Lukács's last great work before he turned to Marxism-Leninism. (shrink)

György Lukács was a Hungarian Marxist philosopher, writer, and literary critic who shaped mainstream European Communist thought. Soul and Form was his first book, published in 1910, and it established his reputation, treating questions of linguistic expressivity and literary style in the works of Plato, Kierkegaard, Novalis, Sterne, and others. By isolating the formal techniques these thinkers developed, Lukács laid the groundwork for his later work in Marxist aesthetics, a field that introduced the historical and political implications of text. For (...) this centennial edition, John T. Sanders and Katie Terezakis add a dialogue entitled "On Poverty of Spirit," which Lukács wrote at the time of Soul and Form, and an introduction by Judith Butler, which compares Lukács's key claims to his later work and subsequent movements in literary theory and criticism. In an afterword, Terezakis continues to trace the Lukácsian system within his writing and other fields. These essays explore problems of alienation and isolation and the curative quality of aesthetic form, which communicates both individuality and a shared human condition. They investigate the elements that give rise to form, the history that form implies, and the historicity that form embodies. Taken together, they showcase the breakdown, in modern times, of an objective aesthetics, and the rise of a new art born from lived experience. (shrink)

The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning . Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view that childhood (...) and early school years are the prime time for skill learning by tracking age-related changes in performance in three different paradigms of SL. We collected data from participants between 7 and 87 years for a Serial Reaction Time Task testing the learning of motor sequences, an Artificial Grammar Learning task testing the extraction of regularities from auditory sequences, and Probabilistic Category Learning in the Weather Prediction task , a non-sequential categorization task. Results on all three tasks show that adolescence and adulthood are the most efficient periods for skill learning, since instead of becoming less and less effective with age, SL improves from childhood into adulthood and then later declines with aging. (shrink)

"The actuality of the revolution: this is the core fo Lenin's thought and his decisive link with Marx."This essay on Lenin, which appeared in 1924, was intended to head off the massive criticism leveled at Lukacs History and Class Consciousness by Communist Party leadership. It was a period in which Lukacs was decisively influenced by Lenin and by Rosa Luxemburg, and his intellectual development proceeded concretely toward a political interpretation of history and of literature.In a postscript Lukacs remains essentially unchanged (...) in his view of Lenin as a practitioner whose theoretical superiority lay in his ability to assess the sociohistorical uniqueness of any given situation that required action. Looking back, Lukacs regards the book as a document of the mid-twenties--of how a number of Marxists of the period saw Lenin's personality and mission and his place in world events. Ideas in the book were determined by the concepts of the period, its prejudices, illusions, and extravagances. Nevertheless, the book established certain spiritual verities in perceiving Lenin as the active-practical sage who had a skillfull tactical grasp of realpolitik which was neither empirical nor dogmatic but the culmination of a theoretical attitude. "His life was one of permanent action, of continuous struggle in a world in which he was profoundly convinced that there was no situation without a solution, for himself or his opponents. The leitmotiv of his life was accordingly: always be armed ready for action--for correct action." Lukacs further notes that an essential dimension of Lenin's activism was unceasingly self-education and constant openness to the lessons of experience.Lukacs also emphasizes a number of points in the book that remain methodologically valid, including criticisms of Lenin's behavior which were implicit and accurate critiques of Stalin's later development and the increasing bureaucratization and mechanization of the party. (shrink)

"If we are to understand not only the direct impact of Marx on the development of German thought but also his sometimes extremely indirect influence, an exact knowledge of Hegel, of both his greatness and his limitation, is absolutely indispensable."- from the preface. It is well known that Hegel exerted a major influence on the development of Marx's thought. This circumstance led Lukács, one of the chief Marxist theoreticians of this century, to embark on his exploration of Hegelian antecedents in (...) the German intellectual tradition, their concrete expression in the work of Hegel himself, and later syntheses of seemingly contradictory modes of though. Four phases of Hegel's intellectual development are examined: "Hegel's early republican phase," "the crisis in Hegel's views on society and the earliest beginnings of his dialectical method," "rationale and defense of objective idealism," and "the breach with Schelling and The Phenomenology of Mind." Lukács completed this study in 1938, but because of the imminent outbreak of war, it was not published until the late 1940s. A revised German edition appeared in 1954, and it is this text that is the basis of this first English translation of the work. (shrink)

Originally published in the 1930s, these essays on realism, expressionism, and modernism in literature present Lukacs's side of the controversy among Marxist writers and critics now known as the Lukacs-Brecht debate. The book also includes an exchange of letters between Lukács, writing in exile in the Soviet Union, and the German Communist novelist, Anna Seghers, in which they discuss realism, the European literary heritage, and the situation of the artist in capitalist culture.

People learn language variation through exposure to linguistic interactions. The way we take part in these interactions is shaped by our lexical representations, the mechanisms of language processing, and the social context. Existing work has looked at how we learn and store variation in the ambient language. How this is mediated by the social context is less understood.We report on the results of an innovative experimental battery designed to test how learning variation is affected by a variable's social indexicality. Hungarian (...) native speakers played a co-operative game involving verb nonwords. These were built on existing inflectional variation in Hungarian. Participant behavior shifted in response to an automated co-player's preferences, and this reflected a change in the overall lexical patterns of the players, affected by the particular verbs introduced by the co-player. Patterns persisted in subsequent testing. Learning was similar for variables with or without social meaning.Results show that participants can learn and retain a range of variable morphological patterns in a simulated interaction. Participants seem to have equal capacity to pick up variables with and without social meaning. This suggests that the social meaning of a pattern does not clearly constrain learning morphological variation and becomes relevant downstream in learning. (shrink)

The aim of this study was to initiate the exploration of debiasing methods applicable in real-life settings for achieving lasting improvement in decision making competence regarding multiple decision biases. Here, we tested the potentials of the analogical encoding method for decision debiasing. The advantage of this method is that it can foster the transfer from learning abstract principles to improving behavioral performance. For the purpose of the study, we devised an analogical debiasing technique for 10 biases (covariation detection, insensitivity to (...) sample size, base rate neglect, regression to the mean, outcome bias, sunk cost fallacy, framing effect, anchoring bias, overconfidence bias, planning fallacy) and assessed the susceptibility of the participants ( N = 154) to these biases before and 4 weeks after the training. We also compared the effect of the analogical training to the effect of ‘awareness training’ and a ‘no-training’ control group. Results suggested improved performance of the analogical training group only on tasks where the violations of statistical principles are measured. The interpretation of these findings require further investigation, yet it is possible that analogical training may be the most effective in the case of learning abstract concepts, such as statistical principles, which are otherwise difficult to master. The study encourages a systematic research of debiasing trainings and the development of intervention assessment methods to measure the endurance of behavior change in decision debiasing. (shrink)

Ambient assisted living technologies are increasingly presented and sold as essential smart additions to daily life and home environments that will radically transform the healthcare and wellness markets of the future. An ethical approach and a thorough understanding of all ethics in surveillance/monitoring architectures are therefore pressing. AAL poses many ethical challenges raising questions that will affect immediate acceptance and long-term usage. Furthermore, ethical issues emerge from social inequalities and their potential exacerbation by AAL, accentuating the existing access gap between (...) high-income countries and low and middle-income countries. Legal aspects mainly refer to the adherence to existing legal frameworks and cover issues related to product safety, data protection, cybersecurity, intellectual property, and access to data by public, private, and government bodies. Successful privacy-friendly AAL applications are needed, as the pressure to bring Internet of Things devices and ones equipped with artificial intelligence quickly to market cannot overlook the fact that the environments in which AAL will operate are mostly private. The social issues focus on the impact of AAL technologies before and after their adoption. Future AAL technologies need to consider all aspects of equality such as gender, race, age and social disadvantages and avoid increasing loneliness and isolation among, e.g. older and frail people. Finally, the current power asymmetries between the target and general populations should not be underestimated nor should the discrepant needs and motivations of the target group and those developing and deploying AAL systems. Whilst AAL technologies provide promising solutions for the health and social care challenges, they are not exempt from ethical, legal and social issues. A set of ELSI guidelines is needed to integrate these factors at the research and development stage. (shrink)

A recent initiative at Muffakham Jah College of Engineering and Technology, Hyderabad, India, has resulted in setting up a program called Centre for Environment Studies and Socioresponsive Engineering which seeks to involve undergraduate students in studying and solving environmental problems in and around the city of Hyderabad, India. Two pilot projects have been undertaken — one focusing on design and construction of an eco-friendly house, The Natural House, and another directed at improving environmental and general living conditions in a slum (...) area. The paper describes our attempts and experience of motivating our students to take interest in such projects. In an interesting development we invited a member of a student-faculty team at Massachusetts Institute of Technology (M.I.T.) that is doing a project in Nepal on safe drinking water. We report in our paper how the presentation by the guest from M.I.T. served as a catalyst for generating interest among civil and mechanical engineering students in our own projects. The paper includes contributions from one of our students and the M.I.T. staff member, reporting on their experiences related to the slum development project. (shrink)

_At the End of an Age _is_ _a deeply informed and rewarding reflection on the nature of historical and scientific knowledge. Of extraordinary philosophical, religious, and historical scope, it is the product of a great historian’s lifetime of thought on the subject of his discipline and the human condition. While running counter to most of the accepted ideas and doctrines of our time, it offers a compelling framework for understanding history, science, and man’s capacity for self-knowledge. In this work, John (...) Lukacs describes how we in the Western world have now been living through the ending of an entire historical age that began in Western Europe about five hundred years ago. Unlike people during the ending of the Middle Ages or the Roman empire, we can know where we are. But how and what is it that we know? In John Lukacs’s view, there is no science apart from scientists, and all of “Science,” including our view of the universe, is a human creation, imagined and defined by fallible human beings in a historical continuum. This radical and reactionary assertion—in its way a _summa _of_ _the author’s thinking, expressed here and there in many of his previous twenty-odd books—leads to his fundamental assertion that, contrary to all existing cosmological doctrines and theories, it is this earth which is the very center of the universe—the only universe we know and can know. (shrink)

In the corollaries to Book I, Chapter 5 of De causa Dei, Thomas Bradwardine assumes the existence of an actual, infinite, God-filled extramundane void. Thomas Buckingham, Bradwardine’s former student, develops in the unedited Question 23 of his Quaestiones theologicae a rejection of the void’s existence precisely in opposition to the theory of his master. His argumentation is not only remarkable in its own; it also allows us to reassess essential concepts from Bradwardine’s De causa Dei, such as divine power, causality (...) and ubiquity. This paper first presents the Aristotelian notion of the void in rendering it in the context of the philosophy of nature at fourteenth-century Oxford; it is then dedicated to the analysis of the chapter in question from De causa Dei along with Buckingham’s answer. It is accompanied by a critical edition of Question 23 from Buckingham’s Quaestiones theologicae, »Utrum sit necesse ponere Deum esse extra mundum in situ seu vacuo imaginario infinito«. (shrink)