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GLOBALIZATION: Our Fate and Hope Radim Šíp Masaryk Univeristy, Faculty of Education

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Prezentace na téma: "GLOBALIZATION: Our Fate and Hope Radim Šíp Masaryk Univeristy, Faculty of Education"— Transkript prezentace:

1 GLOBALIZATION: Our Fate and Hope Radim Šíp Masaryk Univeristy, Faculty of Education

2 A Structure of the Paper 1.Three Theses 2.A Historical Excursus 3.A Philosophical Excursus 4.What Shall We Do?

3 Three theses 1.The promise of democracy: many people live relatively independent, autonomous live. 2.The promise of modernity: Self emerges from relations. Many mutually balanced relations create freedom. „Freedom In“. 3.The dark side of modernity: Quick and deep change resulted in an inadequate reaction of Romanticism.

4 A Historical Eexcursus – literature The parts of this section about life in rural society in the Middle ages and the Early modern period are based on texts: van Dülmen, R. Kultura a každodenní život v ranném novověku. [Culture and Everyday Life in the Early Modern Period]. Praha: Argo, 2006, pp. 13–59. Goetz, H.-W. Život ve středověku [Life in the Middle Ages]. Jinočany: H&H, Cherubini, G. “Rolník a zemědělství” [Peasant and Agriculture]. In: LeGoff, J. Středověký člověk a jeho svět. [Medieval Men and Their World]. Praha: Vyšehrad, 1999, pp The parts about medieval and early modern life in towns are based on texts: van Dülmen, R. Kultura a každodenní život v ranném novověku. [Culture and Everyday Life in the Early Modern Period]. Praha: Argo, 2006, pp. 61–121. Rossiaud, J. „Měšťan“ [Burgher]. In: LeGoff, J. Středověký člověk a jeho svět. [Medieval Men and Their World]. Praha: Vyšehrad, 1999, pp The passages about Modern time societies are based on: Fontana, J. Evropa před zrcadlem [Europe before the Mirror]. Praha: LN, Foucault, M. Dohlížet a trestat [Discipline and Punish]. Praha: Dauphin, Gellner, E. Podmínky svobody. [The term sof freedon]. Brno: CDK, Goody, J. Proměny rodiny v evropské historii. [Transformation of family in the European History]. Praha: LN, Keller, J. Dějiny klasické sociologie [History of Classic Sociology]. Praha: Slon, Keller, J. Úvod do sociologie [Introduction to Sociology]. Praha: Slon Simmel, G. Peníze v moderní kultuře a jiné eseje [Money in the Modern Culture and Other Essays]. Praha: Slon, And the passages about the late modern societies are based on the texts: Beck, U. Co je to globalizace? Omyly a odpovědi. [What is globalization. Misunderstandings and Answers]. Brno: CDK, Beck, U. Riziková společnost. [World Risk Society]. Praha: Slon, Giddens, A. Unikající svět. Jak globalizace mění náš život [Runaway World: How Globalization is Reshaping Our Lives]. Praha: Slon, 2000.

5 A Historical Eexcursus The rural traditional society = dependence on land  political inactive, social rigid, and unchangable versus The town life = dependence on commerce  many relations, many abstract bonds, the to be calculable and legible for others  the lab of the modern time live The shift to the modern society = emergence of the conditions for the modern type of individuality  the conditions for democracy

6 A Philosophical Excursus John Dewey: Publics and Its Problems Dewey: 1)abolition of individuality = result of many social movements, society in change thanks to „powers of steam and electricity“ 2)the libertarian explanation of the relation I S = the ideology; political construction intentionaly built -> psychology (isolated consciousness), economy (natural law of production and exchange) 3)IF THERE IS ANY CHANGE IN SOCIETY, THERE MUST BE CHANGE IN INDIVIDUALITY AND VICE VERSA (intelligent reconstruction of conditions)  TASKS

7 What Shall We Do? 5 theses: 1.We need know history for understanding conditons, not for a help. 2.Nationalism was a tool for solvation of the matter of the modern society. 3.It was the inappropriate tool. 4.Disappearing of national „certainty“ is a chance, not a danger. 5.Identity is a malleable function of adjsuting of individual and society. The loose identy is more useful than rigid one in the late modern society.

8 What Shall We Do? An example: Liessmann´s Theory of Uneducation Criticisms is RIGHT: PISA, ELTC mechanism, standardization of forms and contents of univrsity education. Determination of the core of problem is WRONG: The Myth of the Humboldtian Bildung (= a display of the Romantic nostalgia).

9 Thank you for your attention


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