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This book provides a comprehensive and in-depth survey of the foundational research orientations of contemporary Chinese Marxism. It will be a great resource for academics, researchers, and advanced students of Marxism, Philosophy and Sociology. The chapters were originally published in the journal Educational Philosophy and Theory.
Inhaltsverzeichnis
Foreword Introduction 1. Winning the hearts of the people with artistic masterpieces: An artistic aesthetic tradition of Chinese Marxism 2. Contemporary Chinese axiology oriented towards the practice of reform and opening up 3. Textological studies and a new understanding of Marx's thought in contemporary China 4. One hundred years of Chinese dialectical logic: An academic history of logic relating to contemporary Chinese Marxism 5. The implications of the thinking paradigms of British neo-Marxism 6. Law and reproduction: Louis Althusser's criticism of capitalist law 7. Materialism as a fatal strategy: Jean Baudrillard's critical path of modernity 8. Chinese and Western Marxist theories of modernity: Comparing and connecting 9. Adapting Marxism to outstanding traditional Chinese culture: History, consensus and future Afterword: Reflections on Contemporary Chinese Marxism
Über den Autor / die Autorin
Chengbing Wang (PhD) is Professor of Philosophy in the School of Philosophy at Shanxi University, Taiyuan, China and one of the editors of the journal
Frontiers of Philosophy in China. His main areas of research include American pragmatism, postmodern philosophy, and philosophy of social identity. He has published more than one hundred articles, twenty monographs, and numerous translations. He is currently heading a major national project on the translation of the Philosophical Works of William James.
Zusammenfassung
This book provides a comprehensive and in-depth survey of the foundational research orientations of contemporary Chinese Marxism. It will be a great resource for academics, researchers, and advanced students of Marxism, Philosophy and Sociology. The chapters were originally published in the journal Educational Philosophy and Theory.
