Knowledge Socialism

This is the first collection focusing on knowledge socialism, a particularly apt term used to describe a Chinese socialist mode of production and socialist approach to development and modernity based around the rise of peer production, new forms of collaboration and collective intelligence. Making the case for knowledge socialism, the book is intended for students, teacher, scholars and policy theorists in the field of knowledge economy.

This volume examines the place of Marxist theory in the history of the journal Educational Philosophy and Theory, primarily through the selection and exploration of typical and significant articles exploring Marxist-related themes in the journal over time. The title, From Radical Marxism to Knowledge Socialism, reflects this historical approach. In the 1960s and 1970s, Marxism was considered to be a radical, extreme ‘political’ theory, while western liberalism and a free-market economy were largely taken for granted as natural phenomena, in western philosophy of education and in the journal. More recently, educational theorists have begun to explore trends related to the neoliberal age. Paradoxically, such trends include the move toward knowledge socialism, which decenters the normative presuppositions of knowledge capitalism as the latest iteration of western liberalism. The volume begins with an introductory chapter that examines the history of Marxism in western philosophy and philosophy of education. The rest of the book features works selected from the journal that further illustrate the evolution of Marxist theoretical perspectives in the field over time. This collection thus gives a sense of the range and extent of Marxist-inspired thinking in educational philosophy and theory. This book will be of interest to students and scholars of educational philosophy and theory and others who are interested in exploring in depth the evolution of key themes in this field over time, including liberalism, ideology, Marxism, neoliberalism, knowledge construction, capitalist and socialist schooling, and other aspects of economic analysis in education.

This cross-disciplinary special issue focuses on economic knowledge in social countries during the second half of the twentieth century. Through a series of historical case studies, the issue embraces a wide variety of perspectives on the ways economy and society were conceptualized behind the Iron Curtain. Contributors explored the entanglement of ideology and economic discourse, the political dimensions of cybernetic technocracy, and the various faces of Cold War rationality of socialism. Contributors. Oleg Ananyin, Johanna Bockman, Ivan Boldyrev, Till Düppe, Richard Ericson, Yakov Feygin, Olessia Kirtchik, Martha Lampland, Adam Leeds, Denis Melnik, Chris Miller, György Peteri, Eglė Rindzevičiūtė, Vítězslav Sommer, Joachim Zweynert

Jeremy takes a journey to discover the difficulties of socialist political approaches. The story is centered in a South American country that has been destroyed by an Absurd Socialism regime. Jeremy follows journeys of universal knowledge search, however, he finds distorted knowledge, a type of biased knowledge following personal interests. To improve on his knowledge he uses an analogy with games (Bingo and Soccer) to demonstrate the infeasibility of socialism compared to capitalism. He reviews concepts of Society, Justice and Political approaches such as socialism and capitalism. During his journey he had to deal with difficult events happening in the country, including protests and coup d'état. Dripping away through the country, he manages to overcome obstacles and to return to a safe place. Jeremy is criticizing the whole society, because of its permissiveness of authoritarian and incapable governments that make suffer the population.

Despite its key role in the intellectual shaping of state socialism, Communist ideas are often dismissed as mere propaganda or as a rhetorical exercise aimed at advancing socialist intellectuals on their way to power. By drawing attention to unknown and unexplored areas, trends and ways of thinking under socialism, the volume examines Eastern Europe and Russian histories of intellectual movements inspired - negatively as well as positively - by Communist arguments and dogmas. Through an interdisciplinary dialogue, the collection demonstrates how various bodies of theoretical knowledge (philosophical, social, political, aesthetic, even theological) were used not only to justify dominant political views, but also to frame oppositional and nonofficial discourses and practices. The examination of the underlying structures of Communism as an intellectual project provides convincing evidence for questioning a dominant approach that routinely frames the post-Communist intellectual development as a 'revival' or, at least, as a 'return' of the repressed intellectual traditions. As the book shows, the logic of a radical break, suggested by this approach, is in contradiction with historical evidence: a significant number of philosophical, theoretical and ideological debates in post-Communist world are in fact the logical continuation of intellectual conversations and confrontations initiated long before 1989.

First published in 1983, Problems in Class Analysis presents a coherent theory of labour’s domination by capital, based upon the notion of the capitalist nature of both the product relations and of the productive forces themselves, including science and technology. The author demonstrates that all knowledges are a product, direct or indirect, of economic relations, so that different knowledges will be the product of different social classes as determined by their position within economic production relations. By posing and re-solving fundamental problems in class analysis, Dr. Carchedi forms a bridge between the theory of the production process and contemporary debates in economics, sociology and epistemology.

Examines Cuba’s approach to scientific research, and distinguishes it from that of capitalist societies “Cuba's future must, by necessity, be a future of scientists,” Fidel Castro proclaimed in 1960. As Agustín Lage Dávila shows in this pathbreaking book, Cuba has in fact become a global leader in both the generation and application of scientific knowledge—as demonstrated by its ubiquitous production of socially useful products, from vaccines and medicines, to organic food. Speaking from his position as a noted Cuban immunologist, Dr. Lage shows how Cuba achieved such prominence, positing that the training of its scientists, their scientific practices, and their relationships with the Cuban people are intimately connected to the socialist culture that derived from the Cuban Revolution. Lage offers clearly written and easily understood answers to questions critical to the very survival of humanity. Why is culture critical to science? What distinguishes Cuba’s socialist culture from that of capitalist societies? What are the social responsibilities of scientists? How has Cuba made such incredible scientific advances in the face of the brutal and illegal U.S. blockade? How can a country like Cuba earn needed foreign exchange through the sale of its knowledge-intensive products to countries in the Global North while maintaining its ethical, socialist ideals? Lage’s interrogation of these questions will be of interest to scientists and economic planners around the world, to all those struggling for a better world–and, no doubt, even to those corporations competing with Cuba in global markets.

Totalitarian Experience and Knowledge Production is a comparative study of the disciplinary construction of sociology in six Central and Eastern European societies that proclaimed themselves ‘socialist’ but, after the collapse of Communism as a social-political system, are seen to have been totalitarian.