The Unfinished Project

As humanity becomes increasingly interconnected through globalization, the question of whether community is possible within culturally diverse societies has returned as a principal concern for contemporary thought. Lorenzo Simpson charges that the current discussion is stuck at an impasse-between postmodernism's fragmented notions of cultural difference and humanism's homogeneous versions of community. Simpson proposes an alternative-one that bridges cultural differences without erasing them. He argues that we must establish common aesthetic and ethical standards incorporating sensitivity to difference if we are to achieve cross-cultural understanding.

Through a close engagement with some key thinkers, Norris argues that deconstruction is part of the "unfinished project of modernity." a project whose interest and values it upholds by continuing to question them in a spirit of enlightened self-critical inquiry.

These 11 essays by noted philosophers and social theorists take up the philosophical aspects of Jürgen Habermas's unfinished project of reconstructing enlightenment rationality. They range in subject matter from classical problems to contemporary debates, covering historical perspectives, theoretical issues, and post-enlightenment challenges. A companion volume of essays will take up the cultural and political aspects of the work. Together, the two volumes underscore the richness and variety of Habermas's project. Contributors Karl-Otto Apel, Richard J. Bernstein, Peter Bürger, Martin Jay, Thomas McCarthy, Herbert Schnädelbach, Charles Taylor, Michael Theunissen, Ernst Tugendhat, Albrecht Wellmer

This collection of ten essays offers the first systematic assessment of JürgenHabermas's Philosophical Discourse of Modernity, a book that defended the rational potential of themodern age against the depiction of modernity as a spent epoch. The essays (of which four are newlycommissioned, five were published in the journal Praxis International, and one -- by Habermas --first appeared in translation in New Critique) are divided into two sections: Critical Rejoindersand Thematic Reformulations.An opening essay by d'Entrèves sets out the main issues and orients thedebate between Habermas and the postmodernists by identifying two different senses ofresponsibility: a responsibility to act versus a responsibility to otherness (an openness todifference, dissonance, and ambiguity). These are linked with two alternative understandings of theprimary function of language: action-orienting versus world-disclosing. This is a fruitful way oflooking at the issues that Habermas has raised in his attempt to resurrect and complete the projectof Enlightenment.Habermas's essay discusses the main themes of his book in the context of a criticalengagement with neoconservative cultural and political trends. The main body of essays offer aninteresting collection of points of view, for and against Habermas's position by philosophers,social scientists, intellectual historians, and literary critics.SECTIONS & CONTRIBUTORS :Introduction, Maurizio Passerin d'Entrèves. Modernity versus Postmodernity, Jürgen Habermas.Critical Rejoinders : Fred Dallmayr. Christopher Norris. David C. Hoy. James Schmidt. JoelWhitebook. Thematic Reformulations : James Bohman. Diana Coole. Jay M. Bernstein. DavidIngram.

Serial Forms: The Unfinished Project of Modernity, 1815-1848 proposes an entirely new way of reading the transition into the modern. It is the first book in a series of three which will take the reader up to the end of the First World War, moving from a focus on London to a global perspective. Serial Forms sets out the theoretical and historical basis for all three volumes. It suggests that, as a serial news culture and a stadial historicism developed together between 1815 and 1848, seriality became the dominant form of the nineteenth century. Through serial newsprint, illustrations, performances, and shows, the past and the contemporary moment enter into public visibility together. Serial Forms argues that it is through seriality that the social is represented as increasingly politically urgent. The insistent rhythm of the serial reorganizes time, recalibrates and rescales the social, and will prepare the way for the 1848 revolutions which are the subject of the next book. By placing their work back into the messy print and performance culture from which it originally appeared, Serial Forms is able to produce new and exciting readings of familiar authors such as Scott, Byron, Dickens, and Gaskell. Rather than offering a rarefied intellectual history or chopping up the period into 'Romantic' and 'Victorian', Clare Pettitt tracks the development of communications technologies and their impact on the ways in which time, history and virtuality are imagined.

First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

Tilling the Church is a theology for the pilgrim church. In this book, Richard Lennan shows how the ecclesial community looks toward the fullness of God’s reign but lives within the flux of history, the site of its relationship to the trinitarian God. In this way, God’s grace “tills” the church, constantly refreshing the tradition of faith and prompting the discipleship that embodies the gospel. Tilling the Church explores the possibilities for a more faithful, just, and creative church, one responsive to the movement of grace. Fruitful engagement with grace requires the church’s conversion, the ongoing formation of a community whose words and actions reflect the hope that grace engenders.

This book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theorize the renewal of HRE as Critical Human Rights Education. The point of departure is that the acceptable “truths” of human rights are seldom critically examined, and productive interpretations for understanding and acting in a world that is soaked in the violations these rights try to address, cannot emerge. The book cultivates a critical view of human rights in education and beyond, and revisits receivable categories of human rights to advance social-justice-oriented educational praxes. It focuses on the ways that issues of human rights, philosophy, and education come together, and how a critical project of their entanglements creates openings for rethinking human rights education (HRE) both theoretically and in praxis. Given the persistence of issues of human rights worldwide, this book will be useful to researchers and educators across disciplines and in numerous parts of the world.