University of Warwick
Distinguished Lecture Series
14 February 2013
David Harvey is the Distinguished Professor of Anthropology at the Graduate Center of the City University of New York. He is a leading political economist and social theorist of international standing. He is a highly cited academic and the author of many books and essays. Professor Harvey received his BA, MA and PhD from Cambridge University and was formerly Professor of Geography at John Hopkins University, Halford Mackinder Professor of Geography at the University of Oxford and Senior Research Fellow at St Peter’s College Oxford.
His numerous awards include Outstanding Contributor Award of the Association of American Geographers, the Centenary Medal from the Royal Scottish Geographical Society and the Patron’s Medal of the Royal Geographical Society for contributions to critical human
The Ideal in Human Activity
Marxist Internet Archive Publications (www.marxists.org), Pacifica CA, 2009. 396pp. $25 pb
The Ideal in Human Activity by E. V. Ilyenkov is a substantial tome consisting of two complete books and three articles, which offers for the first time in the form of a single volume the majority of this renowned Soviet philosopher’s work currently available in English translation. This publication constitutes an important intervention in the problem of consciousness, which has figured prominently in the canon of Western social and political thought from Plato to the present. Theories about the origin and nature of human thought have fundamentally shaped our notions of politics, taking a substantial turn in the nineteenth century in light of the critical significance that Marx ascribed to the role of consciousness in the process of revolution (Lowy 2005, p. 10). Consequently, the key debates on political organization in classical Marxism turned on the question of how to displace the hegemony of ruling ideas produced by false consciousness with the objectively correct perspective articulated by the class-conscious vanguard of the proletariat in the form of the communist party (Lukacs 1971; 2000; Second Congress of the Comintern 1977). But when the organizational innovations ascribed to Lenin (Lih 2005) did not yield in Central and Western Europe the same results ‘as in Russia’, the principal figures of a tradition retrospectively known as Western Marxism (Anderson 1976), set out in the early 1920s to re-examine some of the most foundational concepts on which the problem of consciousness rests in an effort ‘to rescue Marxism from positivism and crude materialism’ (Jacoby 1983, p. 524).
“Pensamiento Crítico y el debate por las ciencias sociales en el seno de la revolución cubana”: Néstor Kohan
La ofensiva anticapitalista en los años ’60
¿El capital constituye un sujeto automático, una sustancia dotada de vida propia o, por el contrario, no es más que una relación social histórica atravesada por los avatares de la lucha de clases? Ya desde los tiempos de Karl Marx esa pregunta quitó el sueño a los revolucionarios, cada vez que se propusieron estudiar la sociedad (para modificarla). La respuesta, aunque parezca sencilla y quizás obvia, dista de serlo. Aparentemente, si nos situamos en la perspectiva de la concepción materialista de la historia, la teoría crítica y la filosofía de la praxis —como es nuestro caso— todo conduce a aceptar que el capital es una relación. Cualquier otro tipo de respuesta implicaría deslizarse en los brazos del fetichismo más grosero, opción de la que no siempre han logrado escapar algunas corrientes de moda en el pensamiento social contemporáneo.
Commentary on the Chapter by Richard
Barwell, “Heteroglossia in Multilingual
Mathematics classrooms are sites of encounter for different voices, perspectives, and ideas. Those differences become even more visible when the object of difference is language. In his chapter, Barwell draws on Bakhtin’s concept of heteroglossia to explore the tensions that underpin multilingual classrooms. He enquires about how those tensions influence the teaching and learning of mathematics and the implications that they may have for equity in mathematics teaching. In my comments, I would like to dwell upon the question of language in the mathematics classroom and on some issues about equity.
1 Language in the Mathematics Classroom
One way or another, for one reason or another, since the time of Babylonian schools, institutional educations have always faced the question of linguistic diversity. However, the manner in which this diversity has been addressed and understood has not always been the same. Contemporary schools seem to be led to address this diversity along the lines of contemporary concerns about equity and social justice. These concerns, of course, are a token of social and political interests in coming to grips with cultural diversity, brought forward by unprecedented migratory movements of a global scale.