Critical Realism And Marxism

This book examines the relationship between critical realism and Marxism. The authors argue that critical realism and Marxism have much to gain from each other. This is the first book to address the controversial debates between critical realism and Marxism, and it does so from a wide range if disciplines. The authors argue that whilst one book cannot answer all the questions about the relationship between critical realism and Marxism, this book does provide some significant answers. In doing so, Critical Realism and Marxism reveals a potentially fruitful relationship; deepens our understanding of the social world and makes an important contribution towards eliminating the barbarism that accompanies contemporary capitalism.

This book offers a critical realist intervention into the field of Marxist Sociology of Education. Critical realism, as developed by British philosopher Roy Bhaskar, is known for its capacity to serve as a conceptual underlabourer to applied fields like education. Indeed, its success in clarifying and resolving thorny issues of educational theory and practice is now well established. Given critical realism’s sympathetic Marxist origins, its productive and critical engagement with Marxism has an even longer history. To date there has been little sustained attention given to the application of critical realism to Marxist educational praxis. The book addresses this gap in existing scholarship. Its conceptual ground clearing of the field of Marxist Sociology of Education centres on two problematics well-known in the social sciences: naturalism and the structure-agency relation. Marxist theory from the days of Marx to the present is shown to also be haunted by these problematics. This has resulted in considerable tension around the meaning and nature of, for example, reform, revolution, class determinism and class struggle. With its emergence in the 1970s as a child of Western Marxism, the field continues to be an expression of these tensions that seriously limit its transformative potential. Addressing these issues and offering conceptual clarification in the interests of revolutionary educational practice, Critical Realism for Marxist Sociology of Education provides a new perspective on education which will be of interest to students, scholars and practitioners alike.

Critical and scientific realism have emerged as important perspectives on international relations in recent years. The attraction of these approaches lies in the claim that they can transcend the positivism vs postpositivism divide. This book demonstrates the vitality of this approach and the difference that 'realism' makes.

This book discusses the challenge to realism which proponents of international political economy and critical theory have mounted in the last few years, and examines the changing relationship between realism and Marxism. It is aimed at students of approaches to international relations.

This book rethinks Marx's sociology as a form of realist social theory, extending Roy Bhaskar's philosophical realism into the social sciences. By constructing historical materialism as realist social theory, it becomes possible to resolve many long standing dilemmas in Marxist discourse, such as voluntarism versus determinism and humanism versus economism.

This book rethinks Marx's sociology as a form of realist social theory, extending Roy Bhaskar's philosophical realism into the social sciences. By constructing historical materialism as realist social theory, it becomes possible to resolve many long standing dilemmas in Marxist discourse, such as voluntarism versus determinism and humanism versus economism.

The argument presented in this book is that the recent ‘spiritual’ trajectory of Roy Bhaskar’s work, upon which he first embarked with the publication of his From East to West, undermines the fundamental achievements of his earlier work. The problem with Bhaskar’s new philosophical system (Transcendental Dialectical Critical Realism or simply Meta-Reality), from the critical-realist Marxist perspective endorsed here, is that it marks both a departure from and a negation of the earlier concerns of Bhaskar to develop a realist philosophy of science and under-labour for an emancipatory materialist socio-historical science. The end-result is a meta-philosophy which is irrealist, speculative, under-theorized, internally self-contradictory, and which cannot provide philosophical guidance to liberatory social practices. In opposition to theist ontological logics more generally (including the rather more rational theism presented by Margaret Archer, Andrew Collier and Doug Porpora), the argument of this book is that the earth-bound materialist dialectics of the classical Marxist tradition, and the naturalistic humanism these dialectics under-labour on the terrain of socio-historical being, offer a much more promising way forward for critical realist theory and for liberatory politics and ethics.

This Encyclopaedia of Marxism and Education showcases the explanatory power of Marxist educational theory and practice.