Academic literature on the topic 'Marxist education'
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Journal articles on the topic "Marxist education"
Konstańczak, Stefan. "Disputes over the place of ethics in Polish Marxist philosophy." Ethics & Bioethics 11, no. 1-2 (June 1, 2021): 58–66. http://dx.doi.org/10.2478/ebce-2021-0005.
Full textWalton, Sean. "Why the critical race theory concept of ‘White supremacy’ should not be dismissed by neo-Marxists: Lessons from contemporary Black radicalism." Power and Education 12, no. 1 (August 27, 2019): 78–94. http://dx.doi.org/10.1177/1757743819871316.
Full textAhmed, Waquar. "Marxist geography: A personal journey." Human Geography 15, no. 1 (November 10, 2021): 45–51. http://dx.doi.org/10.1177/19427786211049496.
Full textFavoreto, Aparecida. "PIONEIROS DO MARXISMO E DA ESCOLA NOVA NO BRASIL: o lugar da escola no processo histórico." Cadernos de Pesquisa 22, no. 2 (August 31, 2015): 74. http://dx.doi.org/10.18764/2178-2229.v22.n2.p.74-87.
Full textZhang, Meng. "Marxist Philosophy in Object-Oriented Practical Education." Advanced Materials Research 989-994 (July 2014): 5189–92. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5189.
Full textCole, Mike. "Transmodernism, Marxism and Social Change: Some Implications for Teacher Education." Policy Futures in Education 3, no. 1 (March 2005): 90–105. http://dx.doi.org/10.2304/pfie.2005.3.1.12.
Full textZhang, Weiwei. "The Sinicization of Marxist Theory of Ideological and Political Education." Advances in Higher Education 3, no. 3 (August 30, 2019): 30. http://dx.doi.org/10.18686/ahe.v3i3.1458.
Full textYamamoto, Oswaldo H., and Antonio Cabral Neto. "Sociology of Education and Marxism in Brazil." Sociological Research Online 4, no. 1 (March 1999): 17–28. http://dx.doi.org/10.5153/sro.209.
Full textHill, Dave. "Marxist education and teacher education against capitalism in neoliberal/ neoconservative/ neofascist/ times." Cadernos do GPOSSHE On-line 2, no. 1 (August 14, 2019): 91–119. http://dx.doi.org/10.33241/cadernosdogposshe.v2i1.1524.
Full textRockmore, Tom. "Marx the Fichtean." ETHICS IN PROGRESS 12, no. 2 (December 31, 2021): 124–37. http://dx.doi.org/10.14746/eip.2021.2.9.
Full textDissertations / Theses on the topic "Marxist education"
Robenstine, Clark. "Some problems in the application of Marxist philosophy by selected contemporary neo-Marxist educational theorists /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662146012.
Full textBrady, Christopher David. "Mid-century American Marxist : the progressive education of Leo Huberman /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 300-319). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.
Charles, Mabbott Judith. "The 'reading war' in early childhood education : a Marxist history." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/1530/.
Full textSobreira, Júnior Vicente Juriê. "Esboço crítico da relação trabalho e educação: da desefetivação existente à possibilidade de efetivação do ser social." Universidade Federal do Maranhão, 2016. http://tedebc.ufma.br:8080/jspui/handle/tede/1711.
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This research is a bibliographical study on education and work relation in contemporary context, seen in some Marxist perspectives, defending the necessity of marxian originality to reflections posed by this text. The basic assertive of such analysis is to indicate the recovery of the proposed issue reaching out for fundaments presented in Marx’s work as a necessity of a secondary theoretical conception presented in radical criticism to capital logic. For such, by Lukács (2010, 2011, 2013), it is revived an onto-materialistic marxian perspective in which the work presents itself as ontological centrality, founding of social being and their other complexes, such as education. The aim of work is apprehension of concrete field of contradiction and not to ontologize work while metaphysical transcendence point. To achieve so, the study deepens discussion on abstract work as predominant form in capital society. Highlighting the work while founding point of social complexes in which crisis dynamic resides in phenomenal form of this abstract work. The growing of an unstable mass of subjects is indicated in which the totality of working time exploitation expands along lifetime. This issue is presented in first section, showing generally the problem in a few possibilities mentioned by some Marxist writers, such as Frigotto, Kuenzer, Ciavatta, Ramos, among others. They proclaim an educational perspective of work as a fundamental need in a possible construction of an integral, omni-lateral, emancipated subject. Therefore, in second section, we go back to some discreet understandings in Mark’s work, indicating education inserted in necessary process to formative character, secondary, nevertheless, in regards to a revolutionary process of transformation. It is emphasized that it is about a founding processing determined in the way men manufacture their material life. The study ends showing by arguments coming from Marx and some authors (LUKÁCS, 2013) among others that depart from this original point), the problem of reformism as conservation, inserted in a mystified fragmented praxis of anti-capitalist struggles, so, denoting the need of a rescue of radical marxian criticism when hinking of a breaking project to capital logic, originating understanding by root.
A pesquisa trata de um estudo bibliográfico acerca da relação entre trabalho e educação no contexto contemporâneo, inserido em algumas perspectivas marxistas, defendendo a necessidade da originalidade marxiana às reflexões postas no texto. A assertiva básica da análise é indicar a retomada da questão proposta, aportando-se em fundamentos surgidos nas obras de Marx como uma necessidade a uma concepção teórica secundária nas práticas de crítica radical a lógica do capital. Para isso, por meio de Lukács (2010, 2011, 2013), remonta-se uma perspectiva ontomaterialista marxiana, na qual o trabalho se apresenta como centralidade ontológica fundante do ser social e de seus demais complexos, sendo, um desses, o da educação. A pretensão do trabalho é a apreensão do campo concreto de contradição e não ontologizar o trabalho como ponto de transcendência metafísica. Para tanto, o estudo aprofunda a discussão acerca do trabalho abstrato como forma predominante na sociedade do capital. Destaca-se o trabalho enquanto ponto fundante dos complexos sociais em que a dinâmica de crise reside na forma fenomênica desse trabalho abstrato. Indica-se o crescimento de uma massa precariada de sujeitos, cuja totalidade de exploração do tempo de trabalho expande-se ao tempo de toda esfera do vivido. Indica-se essa questão na primeira seção, demonstrando de maneira geral a problemática em algumas possibilidades apontadas por alguns autores marxistas, tais como, por exemplo, Frigotto, Kuenzer, Ciavatta, Ramos, dentre outros. Esses autores defendem uma perspectiva educativa do trabalho como fundamentalidade necessária em uma possível construção de um sujeito integral, omnilateral, emancipado. Para isso, no segundo capítulo, volta-se para alguns entendimentos pontuais na obra de Marx, indicando a educação inserida em um processo necessário ao caráter formativo, entretanto, secundário em relação a um processo revolucionário de transformação. Destaca-se que o mesmo se trata de uma processualidade fundante determinada pela forma como os homens produzem sua vida material. O estudo finda demonstrando por meio de argumentos provenientes de Marx e de alguns autores (LUKÁCS, 2013, dentre outros) que partem desse ponto originário o problema do reformismo como conservação, inserido em uma práxis fragmentária mistificadora das lutas anticapitalistas, assim, denotando a necessidade de um resgate da radicalidade crítica marxiana ao pensar em um projeto de ruptura com a lógica do capital, partindo de seu entendimento pela raiz.
Chen, Xiaoming. "Towards A Confucian/Marxist Solution Guo Moruo's Intellectual Development to 1926." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1294330232.
Full textWesley, Paul. "Toward a critical pedagogy, the limits of traditional Marxist theory in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ40679.pdf.
Full textFeitosa, Eveline Ferreira. "The Public-Private Partnerships in Education Program for All: a Marxist analysis." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9891.
Full textEste trabalho dissertativo compreende um exame crÃtico sobre as parcerias pÃblico-privadas na educaÃÃo e sua vinculaÃÃo ao Programa mundial EducaÃÃo para Todos (EPT) e ao movimento do empresariado brasileiro Todos pela EducaÃÃo. Partiu-se, inicialmente, do pressuposto de que o complexo educacional torna-se um dos principais mecanismos utilizados pelo capital para associaÃÃo e estreitamento entre o Estado e o empresariamento. Argumenta-se, nessa investigaÃÃo, que a educaÃÃo nacional vincula-se cada vez mais ao setor privado atravÃs das parcerias onde os empresÃrios ganham apoio polÃtico e econÃmico do Estado capitalista para gerir a polÃtica educacional vigente, apresentando-se, dessa forma, como uma das principais alternativas necessÃrias e eficientes para alcanÃar a proclamada qualidade na educaÃÃo. Nesses termos, tudo indica que a proposta empresarial de educaÃÃo reafirma a sua condiÃÃo de mercadoria, subjugando de forma cada vez mais intensa a educaÃÃo da classe trabalhadora aos ditames do grande capital. Tomou-se por objetivo compreender o processo de inserÃÃo e condicionalidade das parcerias pÃblico-privadas na educaÃÃo brasileira. Para tanto, assumiu-se como referencial teÃrico-metodolÃgico a crÃtica marxista em uma perspectiva ontolÃgica, recorrendo ao marxismo que possibilita a apreensÃo do movimento do ser social em suas complexas contradiÃÃes e ricas mediaÃÃes. Essa investigaÃÃo compreende, portanto, uma pesquisa bibliogrÃfica e documental, a partir da contextualizaÃÃo e avaliaÃÃo crÃtica das parcerias pÃblico-privadas, na qual se articulam as determinaÃÃes dos organismos internacionais e as consequentes reformas institucionais procedidas pelo Estado brasileiro, rastreando, ademais, suas consequÃncias nas polÃticas educacionais. Seguindo esse movimento inicial, tornou-se possÃvel compreender que as parcerias pÃblico-privadas sÃo utilizadas na educaÃÃo brasileira para atender ao receituÃrio internacional, atrelando-se cada vez mais ao setor privado pela intermediaÃÃo das referidas parcerias como fonte de financiamento e uma das portas de entrada do comando empresarial no setor educacional.
This essay involves an in-depth exam of the public-private partnerships in Education and their connection to the Global Program Education for All (EPT) and to the Brazilian corporate movement All for Education. We initially start with the assumption that the educational complex is one of the main mechanisms used by capital for the association and approximation between the State and the Corporate Sector. We argue, in our investigation, that the national Education is more and more connected to the private sector through partnerships in which businessmen attain political and economic support from the capitalist State to manage the current Educational policy, presented, in this way, as the necessary and efficient alternative for reaching the proclaimed quality in Education. Accordingly, everything indicated that the corporate proposal of Education reaffirms its condition as a merchandise, submitting in a more intense way the Education of the working class to the orders of big capital. Our purpose is to understand the process of insertion and conditioning of the public-private partnerships in the Brazilian Education. To do that, we take as a theoretical-methodological standard the Marxist criticism in an ontological perspective, resorting to the Marxism that allows us to understand the movement of the social being in its complex contraditions and rich mediations. This investigation involves, therefore, a documental and bibliographic research, from the contextualization and critical evaluation of the public-private partnerships, in which are articulated the determinations of the international organizations and the consequent institutional reforms carried out by the Brazilian State, tracking, also, their consequences in the Educational policies. Following this initial movement, it has become possible to understand that the public-private partnerships are used in the Brazilian Education to abide by the international standard, entrenching themselves even more to the private sector for the intermediation of the referred partnerships as a source of financing and gateway of the corporate command in the Educational sector.
Debiazi, Marcia da Silva Magalhães. "Estética marxista e educação: formação para a emancipação humana." Universidade Estadual do Oeste do Paraná, 2013. http://tede.unioeste.br/handle/tede/3630.
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This present paper analyzes the idea of Marxist aesthetic in its own theoretical field and suggests the importance as an education tool, once it thinks in an omnilateral education with horizon in human emancipation. For this purpose, this thesis discusses the concept of aesthetics in Marx’s thought, mainly in his Economic and Philosophic Manuscripts. It was argued that this idea is better understood if located in the set of its thought. Its political and social philosophy says that the man just recognizes himself as a social being within the process of creation (work), when practices his subjectivities. However, with the capitalist mode of production this objectification becomes fragmented and strange to man. It is in this world of estrangement, of loss of itself, that the humanizing character of aesthetic education is placed, seen as a possibility for man to externalize his thought and so reflect critically about the world. It is understood, though, that there is no aesthetic object without an aesthetic subject. Therefore, there cannot be just one moment of artwork that can be designed independently from men, from human subjectivity, once there is no artistic production without men even if it is possible to objectify itself. Consequently, the appreciation of the aesthetic ideas of Marx cannot be separated from the human and artistic practice that it supports. The Marxist aesthetics seeks another dimension to artistic activity, since human senses are not just an expression of the spirit, as Hegel assumed, to become a mean of affirming the man. Our effort is to understand what is the Marxist aesthetics, what is its connection with work, since Marx does not reduce it only to sensory, but for him, art is inherent to the social being, or rather, the art is the human objectification. Marx understands art as a way of human objectification, the same as work, which is the primary and essential form of human contact with the world, in which daily origins and thoughts are found. Therefore, the artist, is also seen as a social being determined by historical circumstances in constant changing process, so the art is as well a way of human objectification just like work. According to Marx, alienation, objectification and externalization are ontological conditions of man. But the estrangement is a consequence of the existence of private property. For this reason, education assumes the Marxist aesthetics as subversive element of capitalism, a significant role in the creative process and critical thinking. Art is a social phenomenon. So, based on our theoretical reference, the aim of this investigation is, in some traits, to highlight the revolutionary potential of aesthetic education, based on Marxist ideas, to understand that it is an important creative, imaginary, critic, sensitive and perceptive field of the existent reality, and that it is often not seen outside the ideas of the ruling classes.
Este trabalho estuda a noção de estética marxista em seu campo teórico próprio, em seguida sugere a importância como instrumento educacional, uma vez que pensa uma educação omnilateral com horizonte na emancipação humana. Para isto esta dissertação discute o conceito de estética no pensamento de Marx, particularmente nos Manuscritos econômico-filosóficos. Argumentamos que esta noção é mais bem compreendida se for situada no conjunto de seu pensamento. Sua filosofia político-social pensa que o homem só se reconhece enquanto ser social no interior do processo de criação (trabalho), quando objetiva suas subjetivações. Entretanto, com o modo capitalista de produção essa objetivação torna-se fragmentada e estranha ao homem. É neste mundo de estranhamento, de perda de si mesmo, que situamos o caráter humanizador da educação estética, vista como possibilidade para que o homem possa exteriorizar o pensamento, e assim refletir criticamente sobre o mundo. Entendemos, todavia, que não há objeto estético sem sujeito estético. Ou seja, não pode existir um só momento da obra de arte, por mais que seja possível objetivá-la em si, que possa ser concebido independentemente do homem, da subjetividade humana, uma vez que não existe produção artística sem o homem. Desse modo, a apreciação das ideias estéticas de Marx não pode se separar da prática humana e artística que as corrobora. A estética marxista busca outra dimensão para a atividade artística, uma vez que os sentidos humanos deixam de ser apenas uma expressão do espírito, como dizia Hegel, para se tornarem meio de afirmação do homem. O esforço encetado por nós está em compreender o que é a estética marxista, qual a sua ligação com o trabalho, posto que Marx não reduz ao exclusivamente sensitivo, para ele a arte é inerente ao ser social, ou melhor, a arte é objetivação humana. Marx entende a arte como uma forma de objetivação humana, assim como o trabalho é a forma primordial e essencial do contato do homem com o mundo, de que têm origem as formas e pensamentos cotidianos. Assim, o artista, também é visto como ser social, determinado pelas circunstâncias históricas em constante processo de transformação, logo, a arte também é uma forma de objetivação humana, assim como o trabalho. Para Marx a alienação, exteriorização e objetivação, são condições ontológicas do homem. Já o estranhamento é uma consequência da existência da propriedade privada. Por esta razão, a educação estética marxista assume, como elemento subversivo do capitalismo, um papel significativo no processo criativo e critico do pensamento. A arte é um fenômeno social. Portanto, com base em nosso referencial teórico, esta investigação procura, em alguns traços, destacar o potencial revolucionário da educação estética, com base em ideias marxistas, por entender que é um importante campo criativo, imaginativo, crítico, sensitivo e perceptivo da realidade que está posta, e que muitas vezes não é vista, fora das ideias das classes dominantes.
Taylor, Stephen S. "The Case for Participatory Education." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1268329623.
Full textZhao, Meng. "The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/8.
Full textBooks on the topic "Marxist education"
American academia and the survival of Marxist ideas. Westport, Conn: Praeger, 1996.
Find full textCritical Race Theory and education: A Marxist response. New York: Palgrave Macmillan, 2009.
Find full textDe yu zhi neng lun: Deyu zhineng lun. Beijing: Zhongguo she hui ke xue chu ban she, 2010.
Find full textDe yu zhu ti lun: Deyu zhuti lun. Beijing: Zhongguo she hui ke xue chu ban she, 2010.
Find full textKvasov, G. G. Dialektika razvitii͡a︡ lichnosti v sot͡s︡ialisticheskom obshchestve. Moskva: "Vysshai͡a︡ shkola", 1985.
Find full textLiberal justice and the Marxist critique of education: A study of conflicting research programs. New York: Routledge, 1989.
Find full textGao xiao si xiang zheng zhi li lun jiao xue guan li chu tan. Shanghai Shi: Fu dan da xue chu ban she, 2010.
Find full textFair-Schulz, Axel. Loyal subversion: East Germany and its bildungsbürgerlich Marxist intellectuals. Berlin: Trafo, 2009.
Find full textDe yu bian zheng lun: Deyu bianzheng lun. Beijing: Zhongguo she hui ke xue chu ban she, 2010.
Find full textFair-Schulz, Axel. Loyal subversion: East Germany and its bildungsbürgerlich Marxist intellectuals. Berlin: Trafo, 2009.
Find full textBook chapters on the topic "Marxist education"
Ford, Derek R. "Marxist Theories of Teaching." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_116-1.
Full textFord, Derek R. "Marxist Theories of Teaching." In Encyclopedia of Teacher Education, 1035–39. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_116.
Full textHill, Dave. "Critical Education, Social Democratic Education, Revolutionary Marxist Education." In The Palgrave Handbook on Critical Theories of Education, 243–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86343-2_14.
Full textHill, Dave. "Education, Social Class and Marxist Theory." In Education and Working-Class Youth, 181–208. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90671-3_8.
Full textSkordoulis, C. D. "Science and worldviews in the marxist tradition." In Science, Worldviews and Education, 257–69. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-90-481-2779-5_13.
Full textCarpenter, Sara, and Shahrzad Mojab. "Adult Education and the “Matter” of Consciousness in Marxist-Feminism." In Marxism and Education, 117–40. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119864_6.
Full textCole, Mike. "Social class, neoliberal capitalism and the Marxist alternative." In Education, Equality and Human Rights, 257–84. 5th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177142-9.
Full textColley, Helen. "Myths of Mentoring: Developing a Marxist-Feminist Critique." In Renewing Dialogues in Marxism and Education, 201–14. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230609679_11.
Full textCole, Mike. "CRT and Marxist Visions of the Future." In New Developments in Critical Race Theory and Education, 153–77. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-53540-5_7.
Full textSmall, Robin. "Knowledge and ideology in the Marxist philosophy of education." In From Radical Marxism to Knowledge Socialism, 58–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003216421-6.
Full textConference papers on the topic "Marxist education"
Zeng, Wenqi. "Discussion on Chinization of Marxist Mass View." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.169.
Full textSu, Liya. "Reflection and Countermeasures of Marxist Ideology and Scientization." In 2014 International Conference on Education, Management and Computing Technology (ICEMCT-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemct-14.2014.30.
Full text"Research on Marxist Educational Innovation Based on Cultural Confidence." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.141.
Full textBei, Zhang. "On Marxist Ecological Thought and Its Practical Value." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.192.
Full textZhang, Zemin. "Marxist Theory of Liberty and Its Contemporary Value." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.18.
Full textLuo, Qing. "Marxist Innovation Education Exemplified in the Automatic Culture of Cordyceps Militaris." In 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/seiem-16.2016.25.
Full textLuo, Qing. "On the Systematic Functions of Innovation Knowledge in Marxist Innovation Education." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.14.
Full text"Research on Marxist Theory Education in the Vision of Cultural Confidence." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.089.
Full textLu, Jie, and Tingting Gao. "Realistic Problems and Countermeasures of Marxist ideology in China." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.259.
Full textZhang, Weiyu. "Study on Model of Marxist Theory Education In Universities in Internet Background." In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.67.
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