Marx's Inquiry and Presentation: The Pedagogical Constellations of the "Grundrisse" and "Capital"

Autor/in	Ford, Derek R.
Titel	Marx's Inquiry and Presentation: The Pedagogical Constellations of the "Grundrisse" and "Capital"
Quelle	In: Educational Philosophy and Theory, 54 (2022) 11, S.1887-1897 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ford, Derek R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1967741
Schlagwörter	Social Systems; Social Theories; Political Attitudes; Educational Theories; Working Class; Social Change; Books; Teaching Methods; Learning Processes + Suchen Sie Ihr Suchwort? Social system; Soziales System; Gesellschaftstheorie; Political attitude; Politische Einstellung; Educational theory; Theory of education; Bildungstheorie; Arbeiterklasse; Sozialer Wandel; Book; Buch; Monographie; Monografie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	This paper reads Marx's distinction between the method of inquiry and presentation as distinct and Marxist pedagogical logics that take the form of learning and studying. After articulating the differences and their current conceptualizations in educational theory, I turn to different interpretations of the "Grundrisse" and "Capital." While I note the differences, I maintain these result from Marx's alternation between learning and studying, to the different weights Marx gives to both. Marx sought to understand, articulate, learn, and relay the precise logics of capital, of its contradictions, and of how the working class has and can seize on these contradictions to institute the revolutionary transition to communism. At the same time, he knew he couldn't do this because no one can fully delineate and learn about capitalism so long as it exists, as capital is by definition a dynamic social relation. I show how readings of both books are products and productive of Marx's own pedagogical constellation through their content and form of presentation. The argument is that this is a political and constellational pedagogy that's contingent and singular rather than resolvable and unifiable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01