Suchergebnisse

Preface: what is just theory? -- Introduction: framing the common good -- Cultural turn 1. Inventing western metaphysics -- Why is Plato so upset at the poets, and what is western metaphysics? -- Reframing the republic : from the homeric to the platonic paideia -- Finding love (and writing) in all the wrong places : Plato's pharmacy and the double-edged sword of literacy in the Phaedrus -- Aristotle's natural classification of things : when dialectic trumps rhetoric and poetry gets rescued -- Cultural turn 2. Rewriting western metaphysics : aesthetics and politics in the age of capital -- Rewriting western metaphysics for a revolutionary age -- The prelude to the revolution : the limits of literary freedom in a market society -- Women's rights, class wars, and the master-slave dialectic : signs of the rising countermovements -- The struggle between communality and hierarchy : lessons of the paris commune for the twenty-first century -- From God's great chain to nature's slow-motion evolution : reframing our regulative fictions -- Cultural turn 3. Surviving the sixth extinction and resolving the crisis of care -- Epilogue.

Ask any progressive educator the question posed by my title, and you won't have to wait long for an answer: everything. From the size of the class, to the quality of the computer lab, to the costs of textbooks, to the demographics and the class schedules of the students, to the workload and the compensation of faculty assigned to teach them—it is just so easy to name a few of the obvious material factors signaling the neoliberal economy's effect on how we teach required service classes like research writing (or any course, for that matter). By and large, we share basic understandings about that history, so I am not going to rehearse it here.