Bio: Craig Browne is an academic researcher from University of Sydney. The author has contributed to research in topic(s): The Imaginary & Critical theory. The author has an hindex of 7, co-authored 27 publication(s) receiving 149 citation(s).
01 Oct 2014-Thesis Eleven
TL;DR: The collective imagination has been argued to be the media of social creativity and explains how the imagination has shaped historically significant social institutions by Murphy as discussed by the authors, who argues that the creativity of imagination has to a large extent been eclipsed by fantasy and kitsch.
Abstract: The Collective Imagination explicates the media of social creativity and explains how the imagination has shaped historically significant social institutions. It focuses on the media of wit, paradox, and metaphor, and develops a distinctive and original interpretation of the imagination’s appositional quality. Murphy’s conception of the collective imagination is compared with that of Cornelius Castoriadis. The discussion suggests that Murphy’s claims are likely to be disputed, particularly because they diverge from the common equation of contemporary creativity with social progress. Murphy draws attention to a kind of conservative disposition that is necessary for imagination to have substantial social efficacy. Murphy claims that the creativity of the collective imagination has to a large extent been eclipsed by fantasy and kitsch. The deleterious effects of fantasy’s denial of reality are explored in relation to four domains of collective creativity: art, society, economy and politics. It is argued that...
••01 May 2019
TL;DR: In this paper, the authors show that the major innovation of Habermas' reconstruction of historical materialism is the ensuing conceptualizations of the social relations of production as forms of social integration and the function of systematically distorted communication in their historical institution.
Abstract: There are few attempts to reformulate the historical perspective of classical sociological theory comparable to that of Jürgen Habermas’ reconstruction of historical materialism. Habermas considered historical materialism to be principally a theory of social evolution and he sought to revise its conception of historical development. In Habermas’ opinion, the logic of the development of normative structures, social identities and cultural understandings differs from that of material production and the organizational complexity of social systems. My analysis reveals how the major innovation of Habermas’ reconstruction of historical materialism is the ensuing conceptualizations of the social relations of production as forms of social integration and the function of systematically distorted communication in their historical institution. Despite the significant implications of this supplementation of the paradigm of production with a theory of communication, Habermas’ reconstruction of historical materialism is shown to be limited by its inflexible logic of development and disengagement from the conflicts internal to processes of material production. It is proposed that the historical perspective of other strands of contemporary social theory may rectify these limitations through their concern with social creativity, institutional variations and the dialectics of social struggle.
01 Sep 1989
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
01 May 1965-Philosophical Books
01 Feb 1997-Review of Metaphysics
01 Jan 2000