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Erich Fromm was an internationally renowned social psychologist and philosopher of the twentieth century. In order to analyze the social phenomenon of capitalism, he spent his life trying to combine Marxism with Freudian Psychoanalysis. Fromm hopes to find the master key to realize the spiritual freedom and perfect life of human beings by repeatedly questioning the various realistic dilemmas, conflicts and cultural crises of human existence in the western society. Starting from the realistic dilemma faced by the capitalist society, he introduced Freud’s psychoanalysis theory to the micro level of alienation, formed the theory of alienation with its own characteristics, and enriched the connotation of Marx’s alienation thought. Marx has pointed out clearly that the alienation of real life and the alienation of consciousness constitute two representative areas of alienation in human life. Starting from the most basic practical activity-labor, Marx develops his theory of alienation and discusses the alienation of the external world or real life. Fromm, on the other hand, made a supplementary study on alienation from the perspective of internal concept or subjective consciousness. And through the comprehensive analysis and criticism of the capitalist society, put forward the psychological revolution theory and social reform plan to save the human being and establish a sound society. In modern society, with the continuous development of economy, science and technology, people’s ultimate goal of social development is to better meet their own needs for development, and people’s awareness of increasingly prominent social subject status has been constantly enhanced. But at the same time, human existence also faces many new problems. How to effectively solve the dilemma of human development has become the primary task of contemporary society. Fromm’s theory of alienation actively focuses on the living conditions of human beings, attaches importance to the self-realization and creative development of human beings, and tries to find a way for the sound development of human beings.– Therefore, the study of Fromm’s theory of alienation is undoubtedly of reference significance to solve the survival crisis of modern people. Based on the comprehensive analysis and interpretation of Fromm’s dissimilation theory, this paper, on the basis of clarifying its theoretical connotation, captures its theoretical characteristics and makes a scientific analysis of its achievements and shortcomings. Finally, combining with the background of globalization and the reality of the whole social development, it points out the contemporary value of its theory, especially the practical significance to the development of socialism with Chinese characteristics. [Translation: www.cnki.net, 4/2023]
Margaret Drabble (1939 –) is one of the most influential and prolific women writers in contemporary British literature, who has awarded the CBE and the DBE by the Queen of England. Different from the contemporary female intellectuals’ struggle in previous works, Drabble shows great humanistic concerns after 1980s, and explores such contemporary social dilemmas as moral disorder, loss of faith, twisted relationship, and money worship. As a mature work of Drabble, >The Radiant Trilogy<, >The Radiant Way<, >A Natural Curiosity<, >The Gates of Ivory<) completely shows her reflections on ideological changing in modern society. Based on Erich Fromm’s humanistic philosophy, this thesis exposes the alienation with human distortion and moral decay, deepening the study of Drabble’s work from moral dimension. Fromm’s humanistic philosophy discussed the alienation, negative freedom and love, exposing the relation of >quantification< and >abstraction< with self-alienation, invisible authority and consumption alienation etc. Besides, he regards the reconstruction of self-identity, the reclaiming of love and the restoration of creative life as essential elements to realize the integrity of human with the self, the outside world and human activities. Chapter one explains how alienation is caused and intensified by modern social development in >The Radiant Trilogy<. It discusses the political, economic, informative and cultural crisis based on >quantification< and >abstraction< under the capitalist system and the technological revolution. The causes of alienation vary from person to person, but from macro-perspective, society was the root. Individualism and commercial liberalization of Thatcher Government in the 1980s aggravates the alienated situation in society, meanwhile, the regime of bureaucratic, the capitalization of the economy, the decreasing value of knowledge, and the distortion of information contributes to a widespread alienation.– Chapter two discusses the Internal reflections of alienation on human nature in >The Radiant Trilogy<, including the absence of self, the twisted relationships, the invisible authority, the decay of professional moral and the distortion of values. Alix and Shirley’s various results of alienation under different living environments, Liz’s loss in >party socializing<, the public’s indifference to Paul, Charles’ commercialization in work, and Miss Porntip’s money worship all embodies the results of alienation’s attack to traditional ethical standards and social customs.– Chapter three explores the approach to overcome alienation in >The Radiant Trilogy<. With Fromm’s idea of >the new human<, thesis excavates three protagonists’ efforts on transcending alienation through self-return, mature love and creative life. Once lost in unreliable social friendship, Liz rediscovers her self-identity and regains the warmth of family. Alix, with selfless love and generosity, heals Paul’s wounds left by alienation and original sin. In addition, the friendship between Liz, Alix and Esther builds a radiant way for them to pursue a removal of alienation. Alienation is aroused by social, political, economic, cultural factors, and specifically embodied as the separation of human from himself, from others, from work, and from consumption. With Margaret Drabble’s turning from feminism to humanism, >The Radiant Trilogy< expresses the radiance and hope of saving alienation in modern society with mature love and productive activities. [www.cnki.net, 1/2023]
[Chinese abstract not available] Paulo Freire is regarded as the initiator of the >third revolution< in the history of educational theory since Herbart and Dewey, and the first educational philosopher who applied critical theory and its related concepts to the field of education in modern times. He proposes a kind of dialogic education as opposed to >banking education<. This study takes >how can education realize humanization< as the core issue to explore the ethics of Freire’s dialogic education, reveal the critical value of his thought, and hope to provide a reference for educational ethics. Freire’s dialogic education confronts the reality of Brazilian education, that is, educational inequality caused by colonialism and cultural invasion.– In the first chapter of this paper, it is pointed out that Freire criticized the >dehumanization< oppression of the educated in >banking education<, and pointed out that >banking education< denied the subjective value of the educated under the premise of the dichotomy between man and the world, and destroyed the educated’s reflective and critical ability by deifying knowledge or instilling mechanical content, which eventually led to the alienation of the relationship between teachers and students. Out of the ethical concern and moral response to the oppressed, Freire took education as a field to fight against the dehumanization’s situation, and proposed a kind of >dialogic education< aimed at realizing the ontological mission of >humanization<. Freire’s dialogic education is based on complex philosophy, which is characterized by eclecticism. The second chapter of this paper explains the philosophical basis of dialogic education in a systematic way, and lays a theoretical foundation for the ethical connotation of the next chapter. Specifically, this paper discusses the philosophical basis of dialogic education from three dimensions: methodology, ontology and axiology. Firstly, this paper analyzes the structural contradiction of >oppressor-oppressed< in >banking education< with reference to the psychological and pathological mechanism of Hegel’s >master-slave dialectic< and Fromm’s >sadism-masochism<, and puts forward that its methodological basis lies in dialectics. Secondly, based on Marx’s >false consciousness<, >alienated labor< and Sartre’s >presupposition of absolute human freedom<, this paper analyzes the alienation of >oppressor-oppressed< and the fear of freedom in education, and puts forward that its existential basis lies in human freedom and the possibility of dehumanization. Thirdly, this paper analyzes the eclectic attitude of dialogic education with the reference of Christian humanism and Marxist emancipation of mind, and puts forward that its axiological basis is based on the realization of the soundness of human nature. Based on the relevant theories of philosophical foundations, the third chapter of this paper explains the ethical content of dialogic education from three aspects: ethical principles, educational process, and ethical purposes. Taking Freire’s ontological mission of humanization, autonomy and motivation of love as the ethical principles of dialogic education, it urges people to reconstruct their cognition of themselves and society from a critical perspective, and returns the right to voice to the marginalized people who are drowning in the >culture of silence<. Dialogic education is a process of awakening consciousness and conscience, which aims at achieving equality, solidarity and emancipation among subjects. At the same time, the ethical purpose of dialogic education is to maintain the openness of dialogue through critical reading and writing, and to develop a specific way of being and acting for human emancipation.– The fourth chapter focuses on the two challenges faced by dialogic education, namely, the conflict between guidance and equal dialogue in the process of dialogic education, and the implicit inequality in the process of conscience awakening. This paper argues that we should distinguish between directive, permissive, and manipulative behaviors of educators in the educational process, and find a balance between directive and democratic teaching to achieve an equal ethical relationship between educators and educated people. At the same time, our interpretation of Freire’s thought should be comprehensive and objective, instead of clinging to his early works. We should face up to the ethical purpose of Freire’s dialogic education, that is, to realize human liberation in the process of facing universal human ethics. All in all, Freire’s ethical position is consistent. He always takes the realization of >humanization< as his educational vision, pays attention to the life and communication of the oppressed bottom groups, and emphasizes the rights of vulnerable groups or minorities. He affirmed the ethical connotation of >education< and strived to promote >education as a truly good cause<. Therefore, dialogic education has always sought the liberation of all people as its ultimate goal, and its purpose finally points to a kind of >universal human ethics which is indispensable to human communication life<. [Translation: www.cnki.net, 1/2024]
Political Reactionism as Affective Practice: UKIP Supporters and Non‐Voters in Pre‐Brexit England
(2021)
Cinta dapat dijadikan sebagai jawaban bagi pertanyaan mengenai eksistensi manusia. Maka banyak filsuf dari barat maupun timur yang menawarkan konsep mengenai cinta, Erich Fromm adalah salah satunya yang menganggap bahwa mencintai adalah seni. Tujuan dari penelitian ini adalah untuk mengklasifikasikan lima objek cinta dari pemikiran Erich Fromm dalam puisi-puisi karya W.S Rendra. Puisi dipilih menjadi objek penelitian karena puisi dapat digunakan sebagai sarana seseorang mengungkapkan cinta. Metode penelitian ini adalah studi literatur juga kajian pustaka. Hasil dari penelitian ini terdapat lima judul puisi yang mewakili kelima objek cinta tersebut, pertama objek cinta persaudaraan berjudul >Aku Mendengar Suara< karena puisi ini berisikan Rendra yang mencintai saudara sesamanya yang tertindas. Objek cinta keibuan berjudul “Ibunda” berisi cinta ibu yang layaknya bumi yang memberikan kesuburannya bagi anak-anaknya agar tumbuh serta mengorbankan semua hal yang ibu punya bagi anak-anaknya, benar-benar mencintai meskipun tak mendapatkan apapun dari sang anak. Objek cinta erotis dengan judul >Barangkali Karena Bulan< mengenai cinta eksklusif kepada satu orang yaitu cinta penyair kepada seorang wanita. Cinta diri dengan puisi berjudul >Orang Biasa< berisi cinta Rendra pada dirinya sendiri. Dan terakhir objek cinta Tuhan berjudul >Tuhan, Aku Cinta Pada-mu< mengenai keinginan Rendra untuk kembali kepada-Nya dan meraih penyatuan antara hamba dan Tuhannya.
본고는 근자에 이슈가 되고 있는 >한국 민주주의의 위기<에 대한 철학적 반성으로서 다음 네 가지 점을 중심으로 살펴보고자 한다. 첫째 본고는 >한국 민주주의 위기<의 근원을 다름 아닌 <개혁의 실패 내지는 지체>에서 찾고자 한다. 둘째로, 민주주의 위기론과 관련하여 제기되고 있는 >민주세력 무능론<을 비판적으로 검토한다. 여기서는 민주 세력의 중요한 실책으로 >시민적 동의획득의 실패<를 지적하고 그 의미를 탐색해 보겠다. 세 번째로 보수화의 군중심리에 나타나고 있는 >박정희 신드롬<의 위험에 대해서 그리고 참여민주주의의 당위적 과제가 갖는 의미에 대해서 살펴보겠다. 결론에서는 한국 민주주의의 위기를 극복하기 위한 진보 세력 일반의 과제로서 >대안적 사회모델의 정립<, >국민적 동의획득의 노력<, >참여와 연대 문화의 확산<을 지적하고 이러한 상황이 철학에 부과하는 과제는 무엇인지 살펴보겠다.