Open AccessBook
The End of History and the Last Man
Reads0
Chats0
TLDR
Fukuyama as mentioned in this paper identifies two powerful forces guiding our actions: the logic of desire (the rational economic process); and the desire for recognition, which he describes as the very motor of history.Abstract:
Fukuyama considers whether or not there is a direction to the history of mankind. He identifies two powerful forces guiding our actions: the logic of desire (the rational economic process); and the desire for recognition, which he describes as the very motor of history.read more
Citations
More filters
Journal ArticleDOI
An Unexpected Crisis The News Media in Postindustrial Democracies
TL;DR: For instance, the authors argued that the rise of digital communications has undermined the financial condition and economic independence of the media in the United States, and pointed out that while the digital revolution has promoted freedom of expression and freedom of information, it has had mixed effects on the freedom of the press.
Journal ArticleDOI
Towards a political ecology of the digital economy: Socio-environmental implications of two competing value models
TL;DR: In this paper, the socio-environmental implications of two different value models currently competing for dominance in the digital economy are explored: the neo-feudal cognitive capitalism (NFCC) and the hypothetical case of mature peer production (HMPP).
Journal ArticleDOI
An intercultural theory of international relations: how self-worth underlies politics among nations
TL;DR: The authors introduced an intercultural theory of international relations based on three distinctive ways of establishing self-worth: honor, face, and dignity, which explains important variation in the way states and nations relate to members of their own culture of selfworth, as well as members of other such cultures.
Journal ArticleDOI
From ``Computers in the Classroom'' to Mindful Radical Adaptation by Education Systems to the Emerging Cyber Culture
TL;DR: Despite the huge investments in the last two decades in the introduction of ICT to education and the grandiose expectations accompanying them, ICT has not been widely integrated into educational systems throughout the post-industrial world; furthermore, there is no clear evidence that ICT leads to the improvement of students' outcomes, enhances desired modes of learning or teaching of desired social values.