列宁与他的《卡尔·马克思》

在<唯物主义与经验批判主义>发表之后,列宁更加注意对马克思主义基本理论的全面学习和研究.在1909年到1913年前后,列宁写作和发表了一批宣传马克思主义基本观点的重要文章,如<马克思主义的历史命运>、<马克思主义的三个来源和三个组成部分>,特别是<卡尔·马克思>一文.从中,我们已经能够看到列宁在哲学素养方面的很大提高,也能看到他对马克思主义哲学思考的不断深化.     

Truth and democratic education

The connection of education to democracy is an issue of central importance to communities committed to liberty and justice. In her influential book Democratic Education Amy Gutmann addresses this connection. In doing so she takes up a position regarding democracies and the teaching of truth which is indefensible, and which removes any ban on manipulating citizens. Also indefensible is Gutmann's position concerning publicly-funded community colleges and universities. These she deems nonselective institutions; a mistake that obscures the unequal distribution of opportunities for democratically-required education. The outcome is to reveal Gutmann's analysis of democratic education and democratic participation to be, in important respects, inadequate.     

Democracy & democratic education

A profound problem posed by education for any pluralistic society with democratic aspirations is how to reconcile individual freedom and civic virtue. Children cannot be educated to maximize both individual freedom and civic virtue. Yet reasonable people value and intermittently demand both. We value freedom of speech and press, for example, but want (other) people to refrain from false and socially harmful expression. The various tensions between individual freedom and civic virtue pose a challenge that is simultaneously philosophical and political. How can we resolve the tensions philosophically in light of reasonable political disagreements over the relative value of individual freedom and civic virtue? Instead of giving priority to one value or the other, this essay defends a democratic ideal ofconscious social reproduction, which consists of three principles:nonrepression, nondiscrimination, and democratic deliberation.     

Lenin and the Jacobin identity in Russia

By what process was the Jacobin identity transplanted into nineteenth-century Russian radical culture? According to the conventional account, the Jacobin label was coined by proponents like Zai?nevskij and Tka?ev. Lenin, in turn, is said to have derived his Jacobin identity from them, thus revealing the non-Marxian source of his political ideas. This article contests that interpretation through a study of the origin and spread of the Jacobin terminology in post-emancipation Russia. I show that the Jacobin identity in Russia was invented by anti-Jacobin populists and that there were scarcely any self-proclaimed Jacobins prior to Lenin. I also reconstruct the path by which Lenin came to identify with French Jacobinism. That path remained within the territory of Marxist theory from beginning to end.     

Bogdanov and Lenin: Epistemology and revolution

This paper explains how A. Bogdanov changed from a left Bolshevik impatient for armed insurrection into a moderate proponent of revolution through cultural transformation by placing him in the context of a debate over epistemology among Russian Social Democrats in the early twentieth century. By relying on neo-Kantian epistemology to justify socialist revolution, N. Berdyaev actually began to turn away from Marxism. Lenin espoused a naive realism that was consistent with scientific socialism, but which did not satisfy Bogdanov. Empiriomonism, Bogdanov’s neo-Positivist epistemology, led him away from violent revolution and toward a proletarian cultural revolution.     

Lenin and the crisis of Russian Marxism

This article attempts to understand the philosophical significance of Lenin’s work, Materialism and Empiriocriticism (1909), by putting it in the historical perspective and context of the theoretical debates of the time. The author argues that Lenin’s decision to engage in philosophical discussion was motivated by the need to respond to the growing struggles of Marxism, and specifically to the dangerous consequences of positivism that spread to Russia, which thereby led to a crisis in theory and political practice. Lenin’s work is the first philosophical assault on positivism, and most notably on its specific form, Machism, which he criticizes from the position of dialectical materialism. Recognizing the damaging effects of the positivistic position for Marxism, Lenin attacks Alexander Bogdanov’s Empiriomonism as a form of Machism which undermines the materialistic foundation of Marxist philosophy.     

Values education in a democratic society

A democratic society requires a degree of consensus on values. But it is argued that the model of values education as the transmission of certain predetermined values is inadequate in a democracy, since for several reasons the transmission of predetermined values can itself be undemocratic. Education for individual autonomy in matters of values is also, by itself, inadequate. Each generation needs the resources by which it can work out its own interpretation of democratic values. What is also needed, then, is an education in a common language of discourse — which can be drawn primarily from philosophy — which will facilitate public debate.     

列宁与寻神派和造神派的斗争

俄国1905年革命失败后,社会主义转入低潮。面对反动势力的一时得逞和第二国际修正主义思潮的影响,唯心主义和宗教思潮重新泛起。俄国社会民主党内一部分人也对社会主义丧失了信心。在这种情况下,出现了“寻神派”和“造神派”思潮。