This anthology presents a series of texts in which major twentieth-century thinkers engage in dialogue with their predecessors. Presents a series of texts in which major twentieth-century thinkers engage in dialogue with their predecessors. Offers an innovative way into understanding modern critical thought. Spans the period from Marx to the present day. A conversation of ideas emerges between one generation and the next. Editorial material defines key terms and maps out contested terrain. Each piece is prefaced by contextualising notes and suggestions for further reading.

An exceptional resource, this 1988 book provides a comprehensive anthology in English of the major texts of German literary and aesthetic theory between Lessing and Hegel. The texts are crucial to an understanding not only of the Romantic period itself, but also of the foundational arguments of literary theory.

Is populism the unsurpassable horizon of our own time or is it a temptation that should at all costs be resisted? Who, and to what end, does the jargon of populism serve? To answer these questions, Alexander Stagnell, Gustav Strandberg, David Payne, and their contributors trace the socio-historical significance of the concept of 'The People' in western philosophy and its relationship to the trend of populist politics today. Bringing together scholars from the fields of aesthetics, critical, cultural and political theory, philosophy, and rhetoric, this volume critically explores the issues facing contemporary society today. With an international team of authors, each chapter speaks to a range of contexts recently affected by populism today, including Sweden, Brazil, Germany, Austria, France, and the UK. As political and economic establishments face a crisis of legitimacy, Populism and The People in Contemporary Critical Thought reveals the shaky foundations on which the concept of 'The People' rests. Engaging with critical theory, feminist theory, Marxism, phenomenology, and psychoanalysis, this collection highlights how 'The People' comes to stand in for both belonging and exclusion, enabling us to see the uses and abuses of such terminology as pressing theoretical and political concerns.

Although traditional academic circles rarely celebrate the work of African or African American thinkers because performers and political figures were more acceptable to narrating histories, this work projects the ideas of several writers with the confidence that Africology, the Afrocentric study of African phenomena, represents an oasis of innovation in progressive venues. The book brings together some of the most discussed theorists and intellectuals in the field of Africology (Africana Studies) for the purpose of sparking further debate, critical interpretations and extensions, and to reform and reformulate the way we approach our critical thought. The contributors' Afrocentric approach offers new interpretations and analysis, and challenges the predominant frameworks in diverse areas such as philosophy, social justice, literature, and history.

This book features contemporary critical and Marxist theories of resistance, domination, knowledge, and systems of ideological control. It offers a balanced discussion of classical and modern theories of rhetoric, as well as critical theory.

The skills of ‘critical thinking’ occupy a contentious place in debates on education. It is of course widely recognised that education must consist of more than an unreasoning accumulation of facts and skills, and that modern society demands a highly-developed critical awareness to cope with its ever-increasing complexities. Yet the very term ‘critical thinking’ threatens to become a vague and unexamined slogan, displayed more in party tricks than in useful knowledge. In this book, first published in 1981, Professor McPeck offers a critique of the major ideas and important work in the field, including those of Ennis and de Bono, while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which the role of critical thinking in schools can be evaluated and the author makes a strong case for the contribution it can make to resolving current dilemmas of the curriculum.

Individual chapters deal with cultural materialism, new historicism, poststructuralism, and feminist criticism. The theoretical basis of each critical mode is examined and some representative critiques analyzed. Most importantly, in each chapter the various interpretations are tested against Shakespeare's texts, and the strengths and weaknesses of the different readings are assessed.

Contemporary critical thinking was founded by Karl Marx approximately a century and a half ago. Later, in the twentieth and twenty-first centuries, various critical thinkers (some Marxist, others not) further developed this perspective in studying the most important issues of their day: for instance, the future death of art, the conditions and limitations of how we understand and perceive time, the essential questions of how popular culture functions and expresses itself, the role of popular protest and the "moral economy of the crowd", the limits and crises facing modern bourgeois reason and how to characterize today's capitalist world. This book is a careful, rigorous review of these fundamental lessons in critical theory and critical thought as developed by some of the most important social thinkers of our age: Karl Marx, Walter Benjamin, Fernand Braudel, Mikhail Bakhtin, E. P. Thompson, Carlo Ginzburg and Immanuel Wallerstein.