The Concept Of Other In Latin American Liberation

In this exciting new study, Eugene Gogol interweaves three strands that form the intellectual bedrock for the concept of the Other in the Latin American context: Hegel's dialectic of negativity, Marx's humanism, and autochthonal emancipatory thought. From this foundation, the book explores the relation of liberatory philosophic thought to today's social and class movements. Gogol considers the logic of capitalism on Latin American soil, the ecological crisis in Latin America, and the concept and practice of self-liberation. Still one of the most contested terrains of Latin American thought, the Other has been of central concern for many luminary thinkers including Leopoldo Zea, Octavio Paz, and JosZ Carlos MariOtegui. While these writers may not garner much publicity in the world press, the highly public and ongoing struggles of the Zapatistas and Brazil's Landless Workers Movement demonstrate the continuing need to theorize the volatile nature of Latin American social reality.

"El libro tiene dos grandes temas: la identidad cultural, sobre la que se expresan opiniones balanceadas entre los extremos posibles, y la 'liberacion social', entendida en general como liberacion con respecto a estructuras opresivas. El itinerario de e

Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster.

How far are the real lives of millions of poor women really catered for in liberation and feminist theologies? Vuola argues here that traditional liberation theology's notion of praxis (as in L .Boff and E. Dussel) is limited by its essentialist notion of 'poor' and its neglect of the issue of poor women's reproductive rights. Classical feminist theologies, on the other hand, are fraught with their own essentialist notions ('women's experience'). Both discourses are inadequate to deal with poor women's suffering: widespread maternal mortality, high rates of botched, illegal abortions, and an overall lack of reproductive rights. As a response to this lack, Vuola nurtures a form of Latin American feminist liberation theology that addresses directly the suffering and death of these millions of women.

With the approach of the 500th anniversary of Martin Luther’s inauguration of the Protestant Reformation and the burgeoning dialogue between Catholics and Lutherans opened under Pope Francis, this new edition of Walter Altmann’s Luther and Liberation is timely and relevant. Luther and Liberation recovers the liberating and revolutionary impact of Luther’s theology, read afresh from the perspective of the Latin American context. Altmann provides a much-needed reassessment of Luther’s significance today through a direct engagement of Luther’s historical situation with an eye keenly situated on the deeply contextual situation of the contemporary reader, giving a localized reading from the author’s own experience in Latin America. The work examines with fresh vigor Luther’s central theological commitments, such as his doctrine of God, Christology, justification, hermeneutics, and ecclesiology, and his forays into economics, politics, education, violence, and war. This new edition greatly expands the original text with fresh scholarship and updated sources, footnotes, and bibliography, and contains several additional new chapters on Luther’s doctrine of God, theology of the sacraments, his controversial perspective on the Jews, and a new comparative account with the Latin American liberation theology tradition.

Looking beyond prominent figures or major ecclesial events, Liberation Theology and the Others offers a fresh historical perspective on Latin American liberation theology. Thirteen case studies, from Mexico to Uruguay, depict a vivid picture of religious and lay activism that shaped the profile of the Latin American Catholic Church in the second half of the 20th century. Stressing the transnational character of Catholic activism and its intersections with prevalent discourses of citizenship, ethnicity or development, scholars from Latin America, the US, and Europe, analyze how pastoral renewal was debated and embraced in multiple local and culturally diverse contexts. Contributors explore the connections between Latin American liberation theology and anthropology in Peru, armed revolutionaries in highland Guatemala, and the implementation of neoliberalism in Bolivia. They identify conceptions of the popular church, indigenous religiosity, women’s leadership, and student activism that circulated among Latin American religious and lay activists between the 1960s and the 1980s. By revisiting the multifaceted and oftentimes contingent nature of church reforms, this edited volume provides fascinating new insights into one of the most controversial religious movements of the 20th century.

David Tombs offers an accessible introduction to the theological challenges raised by Latin American Liberation and a new contribution to how these challenges might be understood as a chronological sequence. Liberation theology emerged in the 1960s in Latin America and thrived until it reached a crisis in the 1990s. This work traces the distinct developments in thought through the decades, thus presenting a contextual theology. The book is divided into five main sections: the historical role of the church from Columbus’s arrival in 1492 until the Cuban revolution of 1959; the reform and renewal decade of the 1960s; the transitional decade of the 1970s; the revision and redirection of liberation theology in the 1980s; and a crisis of relevance in the 1990s. This book offers insights into liberation theology’s profound contributions for any socially engaged theology of the future and is crucial to understanding liberation theology and its legacies. This publication has also been published in paperback, please click here for details.

Utopia and the Dialectic in Latin American Liberation examines the concept of utopia in Latin American thought and practice, and asks where there is a resonance with the dialectic as Hegel developed it. Within this context, emancipatory Latin American social movements are discussed.