From: <jacek.tittenb...@amu.edu.pl> To: <marxism-thaxis-ow...@greenhouse.economics.utah.edu> Subject: Fw: Marxism-Thaxis Digest, Vol 124, Issue 8 Date: Tue, 18 Feb 2014 20:49:19 +0100
philosophy and Anthropology It is in fact much ado about nothing. The Wikipedia article contains no error and an impression to the contrary arises due to the ahistorical superimposition on Feueuerbachas time the present-time meaning of the term concerned. Meanwhile, there is not onlz cultural anthropology i(n the USA), and social anthropology-in the UK, but also philosophical anthropology, as one of philosophical disciplines, alongside ethihc, ontology and epistemology. Within Marxism this strand used to be very popular, in the aftermath of the publication of certain writings of young Marx, especially "Economic-philosophical Manuscriptse. while sociologically it was an understandable reaction against the horrors of Stalinism, it was nevertheless in manz cases an over-reaction, as the thinkers involved failed to grasp the idealism present in the above-mentioned writings. Jacek Tittenbrun jacekzatsamu.edu.pl ----- Original Message ----- From: <marxism-thaxis-requ...@greenhouse.economics.utah.edu> To: <marxism-thaxis@greenhouse.economics.utah.edu> Sent: Monday, February 17, 2014 8:00 PM Subject: Marxism-Thaxis Digest, Vol 124, Issue 8 > Send Marxism-Thaxis mailing list submissions to > marxism-thaxis@greenhouse.economics.utah.edu > > To subscribe or unsubscribe via the World Wide Web, visit > http://greenhouse.economics.utah.edu/mailman/listinfo/marxism-thaxis > or, via email, send a message with subject or body 'help' to > marxism-thaxis-requ...@greenhouse.economics.utah.edu > > You can reach the person managing the list at > marxism-thaxis-ow...@greenhouse.economics.utah.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Marxism-Thaxis digest..." > > > Today's Topics: > > 1. Wikipedia calls Feuerbach an anthropologist (Charles Brown) > 2. Re: Wikipedia calls Feuerbach an anthropologist > (rdum...@autodidactproject.org) > 3. take home quiz (Charles Brown) > 4. What is anthropology about ?; A.L. Kroeber (Charles Brown) > 5. "Media and Communication in and after the Global Capitalist > Crisis": ESA RN18 2014 Conference Call (Christian Fuchs) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 16 Feb 2014 15:30:22 -0500 > From: Charles Brown <cb31...@gmail.com> > To: Forum for the discussion of theoretical issues raised by Karl Marx > and the thinkers he inspired > <marxism-thaxis@greenhouse.economics.utah.edu>, marxist-debate > <marxist-deb...@googlegroups.com>, a-list > <a-l...@lists.econ.utah.edu>, lbo-talk <lbo-t...@lbo-talk.org> > Subject: [Marxism-Thaxis] Wikipedia calls Feuerbach an anthropologist > Message-ID: > <caf490lai8kb+uhc5ktt0n0csj3oj08sw0b+aqiqexft0a62...@mail.gmail.com> > Content-Type: text/plain; charset=ISO-8859-1 > > http://en.wikipedia.org/wiki/Ludwig_Feuerbach > > Ludwig Andreas von Feuerbach (July 28, 1804 - September 13, 1872) was > a German philosopher and anthropologist best known for his book The > Essence of Christianity, which provided a critique of Christianity > which strongly influenced generations of later thinkers, including > both Karl Marx and Frederich Engels. > > Feuerbach was the fourth son of the eminent jurist Paul Johann Anselm > Ritter von Feuerbach, brother of mathematician Karl Wilhelm Feuerbach > and uncle of painter Anselm Feuerbach.[1] An associate of Left > Hegelian circles, Feuerbach advocated liberalism, atheism and > materialism. Many of his philosophical writings offered a critical > analysis of religion. His thought was influential in the development > of dialectical materialism,[2] where he is often recognized as a > bridge between Hegel and Marx.[3] > > > > ------------------------------ > > Message: 2 > Date: Sun, 16 Feb 2014 20:34:36 +0000 > From: rdum...@autodidactproject.org > To: "Forum for the discussion of theoretical issues raised by Karl > Marxand the thinkers he inspired" > <marxism-thaxis@greenhouse.economics.utah.edu> > Subject: Re: [Marxism-Thaxis] Wikipedia calls Feuerbach an > anthropologist > Message-ID: > <20140216203436.ubk4c4av18g0k...@hostingmail.earthlink.net> > Content-Type: text/plain; charset=UTF-8; format="flowed" > > Someone should take the trouble to correct this article. Philosophical > anthropology is a branch of philosophy; it is not ethnography. > Feuerbach's LECTURES ON THE ESSENCE OF RELIGION, a work of capital > importance, may have relevance to anthropology based on Feuerbach's > analysis of the psychology and provenance of supernaturalism. > Feuerbach's work though is not anthropology as we know it. > > On Sun, 16 Feb 2014 15:30:22 -0500, Charles Brown <cb31...@gmail.com> > wrote: > http://en.wikipedia.org/wiki/Ludwig_Feuerbach >> >> Ludwig Andreas von Feuerbach (July 28, 1804 - September 13, 1872) was >> a German philosopher and anthropologist best known for his book The >> Essence of Christianity, which provided a critique of Christianity >> which strongly influenced generations of later thinkers, including >> both Karl Marx and Frederich Engels. >> >> Feuerbach was the fourth son of the eminent jurist Paul Johann Anselm >> Ritter von Feuerbach, brother of mathematician Karl Wilhelm Feuerbach >> and uncle of painter Anselm Feuerbach.[1] An associate of Left >> Hegelian circles, Feuerbach advocated liberalism, atheism and >> materialism. Many of his philosophical writings offered a critical >> analysis of religion. His thought was influential in the development >> of dialectical materialism,[2] where he is often recognized as a >> bridge between Hegel and Marx.[3] >> >> _______________________________________________ >> Marxism-Thaxis mailing list >> Marxism-Thaxis@greenhouse.economics.utah.edu >> To change your options or unsubscribe go to: >> http://greenhouse.economics.utah.edu/mailman/listinfo/marxism-thaxis >> >> > > ? > > > > > > ------------------------------ > > Message: 3 > Date: Sun, 16 Feb 2014 18:10:14 -0500 > From: Charles Brown <cb31...@gmail.com> > To: Forum for the discussion of theoretical issues raised by Karl Marx > and the thinkers he inspired > <marxism-thaxis@greenhouse.economics.utah.edu>, marxist-debate > <marxist-deb...@googlegroups.com>, a-list > <a-l...@lists.econ.utah.edu>, lbo-talk <lbo-t...@lbo-talk.org> > Subject: [Marxism-Thaxis] take home quiz > Message-ID: > <CAF490LYhB9Km31_tR4G7sD97xkvZ-g5rX5RsHjQsAnW35nM=5...@mail.gmail.com> > Content-Type: text/plain; charset=ISO-8859-1 > > Ant 152 Professor Brown - take home quiz > > > > > Chapter 2: Biology and Evolution > > > > Multiple Choice > > > 1. How do anthropologists classify the Nez Perce story about > Coyote and Wishpoosh? > A. apocalyptic myth > B. salvation myth > C. children's myth > D. creation myth > > > 2. Where are the Nez Perce located? > A. eastern Oregon and Idaho > B. Washington and western Montana > C. Tennessee and eastern Kentucky > D. Massachusetts and New York > > > 3. Evolution can be described as: > A. an anti-Creationist account of the origin of life > B. the foundation of culture in contemporary society > C. the major organizing principle of the biological sciences > D. the major organizing principle of the social sciences > > 4. What is the difference between evolution and theories of > evolution? > A. evolution is a fact, but some people prefer to see it as theory > B. biologists accept evolution as a fact, but theories explain how it > works > C. evolution explains all change and the theories explain > contemporary change > D. there is no difference between these two > > 5. Which of the following statements is false? > A. evolution explains diversity through scientific language using > hypotheses > B. evolution explains diversity through scientific language using > theories > C. evolution can explain diversity and creation myths cannot > D. creation myths and evolutionary accounts do not differ > > > > > 6. Which scientist developed the Systema Naturae? > A. Aristotle > B. Carolus Linnaeus > C. Jean Lamarck > D. Charles Darwin > > > > 7. Which of the following best describes the "Great Chain of > Being" approach? > > A. a creation myth discovered by the Greeks in the 1st century AD > B. an early scientific description of the inanimate world > based on form > C. a classification of animate life-forms only, with > humans at the very top > D. a categorization of animate and inanimate forms based > on observable similarities > > > 8. The "Great Chain of Being" was first developed by: > A. Herodotus > B. Aristotle > C. Galileo > D. Sophocles > > 9. What was unique about the "system of nature" classification > when it was first proposed? > A. Aristotle classified humans just below angels > B. von Linn? classified humans just below angels > C. Linnaeus classified humans with other primates > D. Aristotle classified humans with other primates > > 10. A reproductively isolated population or group capable of > interbreeding to produce fertile offspring is a: > A. genus > B. category > C. family > D. species > > > > 11. How would you best describe a genus? > A. a group of like species > B. a subdivision of species > C. a sub-species > D. archaic forms of species > > > > 12. Homo describes a human _______________. > A. order > B. homology >C. genus > D. species > > 13. Charles Darwin was hired as a _______________ on the H.M.S > Beagle. > A. botanist > B. navigator > C. traveling companion > D. medical doctor > > 14. Darwin's theory was known as the theory of: > A. natural selection > B. natural variation > C. animal evolution > D. circumnavigation > > 15. Which of the following is not a criterion that Linneaus used > to determine classification of species? > A. sequence of bodily growth > B. body function > C. prior classification > D. body structure > > 16. Anatomical features that have evolved from a common > ancestral feature are called: > A. homologies > B. taxonomy > C. morphology > D. adaptation > > 17. Animals with a generalized anatomy, relatively large brain, > and grasping hands and feet are known as: > A. chordates > B. mammals > C. vertebrates > D. primates > > 18. Of those listed below, which is the broadest taxonomic category? > A. family > B. order > C. phylum > D. species > > > 19. The comparison of the anatomical structures of wings on a > bat to the wings on a butterfly is an example of: > A. homology > B. taxonomy > C. analogy > D. phylogeny > > > 20. The comparison of the anatomical structures of a human arm > to the wing of a bat is an example of: > A. homology > B. taxonomy > C. analogy > D. phylogeny > > 21. Invoking traditional events, such as the flood in the book > of Genesis, to account for species disappearance is an example of: > > A. exploitation > B. system of nature > C. Great Chain of Being > D. catastrophism > > 22. What kind of theory is "catastrophism"? > A. 17th-century scientific hypothesis > B. 18th-century scientific theory > C. 19th-century humanistic idea > D. 20th-century scientific concept > > > 23. Who proposed that animal populations remained stable over > time because of the high proportion of animal offspring not surviving > to maturity? > A. Gregor Mendel > B. Charles Darwin > C. Thomas Malthus > D. Charles Lyell > > > 24. Who was responsible for providing the principles of heredity? > > A. Gregor Mendel > B. Charles Lyell > C. Thomas Malthus > D. Charles Darwin > > 25. Today, Darwin's evolutionary theory is supported by data > from all of the following except: > > A. population genetics > B. comprehensive understanding of heredity > C. molecular genetics > D. proto-genetics > > > 26. What was different (or unique) about Gregor Mendel's > approach to gardening? > A. he was a scientist and worked to create commercial plants > B. he took systematic notes and was able to identify patterns of > heredity > C. he bred garden plants to obtain higher yields > D. he worked to breed garden plants in order to obtain better varieties > > 27. The principle that variants of genes for a particular trait > retain their separate identities through the generations is called: > A. natural selection > B. law of segregation > C. law of heredity > D. law of independent assortment > > 28. A portion of the DNA molecule containing a sequence of base > pairs that encodes a particular protein is known as a: > > > A. gene > B. allele > C. double helix > D. chromosome > > 29. Most of the advances in heredity at the molecular level have > occurred during what time period? > A. latter part of the 20th century > B. early part of the 20th century > C. latter part of the 19th century > D. early part of the 19th century > > 30. Mendel discovered that inheritance was particulate, not: > A. blended > B. separated > C. molded > D. selected > > 31. The cellular structures that contain genetic information are > called: > A. alleles > B. genes > C. chromosomes > D. heritable units > > > 32. Alleles are: > A. the cell nucleus > B. structures that carry specific proteins > C. alternate forms of a single gene > D. pieces of DNA > > 33. Sex cell division is called: > A. independent assortment > B. segregation > C. meiosis > D. mitosis > > 34. Which of the following is not one of the four base pairs? > A. glucosamine > B. cytosine > C. adenine > D. thymine > > > > 35. Geneticists believe that humans have approximately how many > functioning genes? > A. 1,062 > B. 25,000 > C. 15,000 > D. scientists have no idea how many genes humans have > > 36. Which of the following represents an existing base pair? > A. guanine and adenine > B. thymine and guanine > C. guanine and cytosine > D. cytosine and thymine > > 37. Cell division that involves exact replication of parent > cells is called: > A. mitosis > B. mitochondriosis > C. meiosis > D. cloning > > 38. During meiosis, genes are divided into: > A. 2 new cells > B. 4 new cells > C. 6 new cells > D. 8 new cells > > > 39. What does Rayna Rapp's bio-cultural study of reproduction > illustrate? > A. the phenomenon of aggression among non-human primates > B. the effect of genetic drift on rates of sickle-cell > anemia transmission > C. the complex interplay between biological knowledge and > cultural practices > > D. the genetic similarity between humans and chimpanzees > > > > 40. Which of the following is not routinely associated with new > reproductive technologies, such as genetic testing? > A. a shift in cultural practices surrounding pregnancy > B. potential to label disabled people as undesirable > C. increased incidence of genetic assessments > D. lowered incidence of pregnancy > > > 41. Can some physical traits be dominant, while others are > recessive? > A. only during a mutation > B. sometimes > C. no > D. yes > > > 42. If a young man has Type A blood, this is his: > A. DNA > > B. genome > > C. phenotype > > D. genotype > > 43. If a young woman has blue eyes, this is her: > A. DNA > B. genome > C. phenotype > D. genotype > > > > > > > 44. Since Type O Blood is co-dominant, a woman with Type O blood > knows that OO is her: > > A. DNA > > B. genome > > C. phenotype > > D. genotype > > > > > 45. A person's hair color is determined by at least two genes. > Hair color is an > example of: > A. polygenetic inheritance > B. genotype > C. genome > > D. DNA > > 46. An example of polygenetic inheritance is: > > A. blood type > > B. skin color > > C. weight > > D. sex > > 47. Chimpanzees and humans share what percentage of DNA similarity? > A. 90% > B. 95% > C. 97 > > D. 98% > > 48. The chimp's genome is estimated to be _______________ % > larger than the human's. > A. 50 > > B. 75 > > C. 10 > > D. 25 > > 49. All of the following are evolutionary forces except: > > A. genetic drift > B. gene flow > C. genetic cloning > D. mutation > > > 50. In evolutionary terms, what kind of force is mutation? > A. negative because mutation decreases chances for survival > > B. positive because it provides variation for selection > > C. neutral because variation does not matter in the long run > > D. mutation cannot be evaluated in these terms > > > > > > 51. What variable force is most important to adaptation over time? > A. founder's effect > B. genetic drift > C. random mutation > D. gene flow > > > 52. The average rate of mutation per million is: > A. 100 > > B. 20 > > C. 1000 > > D. 30 > > > 53. The main structural protein for skin, bones, and teeth is: > > A. thymine > B. adenine > C. collagen > D. guanine > > > > 54. Chance fluctuations of allele frequencies in the gene pool > of a population are evidences of: > A. genetic drift > > B. gene flow > C. mutation > D. directional selection > > > 55. Founder's Effect is a type of: > > A. gene flow > B. genetic drift > C. natural selection > D. environmental selection > > 56. A small group of people with several colorblind individuals > move from the mainland move to a previously uninhabited, secluded > island. Two hundred years > > later 5% of the people of the island have color-blindness. > This is an example of: > A. founder effects > B. population bottleneck > C. mutation > D. gene flow > > > 57. A painful disease in which oxygen-carrying red blood cells > change into abnormal shapes is called: > A. anemia > > B. natural blood selection > > C. Trisomy 21 > > D. sickle-cell anemia > > > 58. Interbreeding allows for > > > > A. gene flow B. genetic drift C. founder's effect D. > guanine > > > 59. What is the evolutionary force that has kept populations > from developing into separate species? > A. founder's effect > > B. mutation > > C. random genetic drift > > D. gene flow > > > 60. Adaptation can best be described as: > A. an inherited form of anemia caused by a mutation > > B. dominant characteristics in the gene pool > > C. a series of beneficial adjustments to the environment > > D. the introduction of alleles from the gene pool of a > non-native population > > > > 62. Why does a bulky body tend to conserve more heat than a slender > one? > A. it has less surface area relative to volume > B. it has more surface area relative to volume > C. it has more fat regulation > D. it is more layered, with fat covering muscles > > > 63. Scientists have found that carrying sickle-cell anemia > (meaning, one is heterozygous) protects the individual from: > > A. chicken pox > > B. malaria > > C. pneumonia > > D. common cold > > 64. The allele for sickle-cell anemia is found primarily in > areas where there are large populations of mosquitoes bearing: > A. falciparum malaria > > B. parasitic dysentery > C. smallpox > D. yellow fever > > > 65. The continuous gradation over space in the form or frequency > of a genetic trait is known as a: > A. homozygote > B. polygene > C. cline > D. adaptive trait > > 66. In humans, climatic adaptation involves: > A. body build only > B. body build and cultural adaptation > C. diet only > D. none of the above > > 67. _______________ is the formation of a new species and > _______________ focuses on the evolutionary relationships between > species. > > A. Macroevolution/microevolution > B. Macroevolution/speciation > C. Speciation/microevolution > D. Speciation/macroevolution > > > > 68. Speciation through adaptation is generally believed to occur > at a pace called: > > A. homeobox adaptation > B. punctuated equilibria > C. Darwinian gradualism > D. adaptive evolution > > 69. A sustained directional shift in a population's average > characteristics is called: > A. cladogenesis > B. genetic drift > > C. anagenesis > D. speciation > > > 70. If two populations of primates were separated for a > substantially long period of time by geographical changes, causing > them, over time, to begin developing characteristics that > distinguished them from each other, it could result in: > > A. allelic homogeneity > B. gene flow > C. anagenesis > D. cladogenesis > > 71. What do we call the factors that separate two breeding > populations? > A. fission factors > B. isolating factors > C. punctuated equilibria > D. cladogenesis > > > > True/False > > 72. Evolution is the central organizing principle of the > biological sciences. > > 73. Historical processes can shape evolutionary theory. > 74. Humans are primates. > > 75. The "system of nature" is an approach to classify all of > animate and inanimate nature. > 76. Genera are subdivisions of species. > 77. Humans are hominids. > > 78. Taxonomy is an ancient form of classification created by > Linnaeus that is no longer used today. > 79. A bat's wing is analogous to a human hand. > 80. A bat's wing is homologous to a butterfly's wing. > 81. Even prior to Darwin's publication, many European > naturalists accepted the idea that life had evolved. > 82. Readings from a book by Sir Charles Lyell contributed to > Darwin's creation of a theory of evolution. > > 83. Darwin published On the Origin of Species in 1885.84. > Mendel published his findings in a respectable scientific journal, but > no one understood their full significance until after his > death. > 85. Mendel discovered that offspring inherit a blending of > traits from mother and father. > 86. Genes are particulate, meaning that they are separate > structures rather than portions of DNA. > > > 87. DNA provides the instruction for the thousands of proteins > that keep us healthy every day. > 88. The complete sequence of human DNA is called the genome. > > 89. Rice has more genes than humans. > > 90. If two body cells merge in meiosis, the result is a cell > with 46 pairs of chromosomes. > > 91. In the search for disease cures, scientists often predict an > individual's genotype. > > 92. The laws of chance tell us that two random sequences from > species that have no ancestry in common will match at about one in > every four sites. > > > 93. The only source of new genetic material is random drift. > 94. New mutations arise continuously. > 95. Founder effects are a kind of genetic drift. > 96. The existence of Homo sapiens as an interbreeding species is > an example of gene flow. > > > 97. Speciation can occur without branching. > > > > Fill in the Blank > 98. A group of like species is a _______________. > 99. _______________ is a major organizing principle of biological > science. > 100. _______________ are the smallest working units of biological > classification systems. > 101. The science of classification is called _______________. > 105. A sequence of chemical bases on a molecule of DNA constitutes > a recipe for making _______________. > > 106. When a gene contains identical alleles it is referred to as > _______________. > > 107. In the A-B-O blood system, an individual with type O has an > OO _______________. > > 108. When an individual tells you he has blood Type A, he is > telling you his _______________. > 109. An individual's composite physical characteristics are known > as the _________________. > > 110. When neither allele is dominant, it is referred to as > _______________. > 111. Blood Type AB is an example of a _______________ because in > this case neither are dominant. > 112. The blood protein that carries oxygen is called _______________. > 113. Heritable variation constitutes the raw material of > _______________. > 114. The ultimate source of evolutionary change is > _______________.115. When an existing population splits up into > two, the kind of > genetic drift that occurs is called ________________________. > 116. Adaptation is the outcome of _______________. > 117. Heterozygotes for sickle-cell anemia are protected against > _______________. > > 118. Anthropologists study biological diversity in terms of > _______________. > > 119. _______________ is responsible for the creation of new > species over time. > 120. _______________ is responsible for all that humans share as > well as the array of diversity in our world. > > > > > > > > > > Short Answer > > > 121. By what criteria did Linnaeus establish his classificatory > system? > 122. Distinguish analogies from homologies. > 123. Describe the theory of natural selection. > 124. What were the problems that plagued Darwin's theory of > natural selection throughout his career? > 125. Describe Mendel's "law of segregation." > 126. Distinguish between genotype and phenotype. > 127. What is evolution? > > 128. What is life ? > > 129. What is culture ? > > 130. What is NATURAL SOUL ? > > > > ------------------------------ > > Message: 4 > Date: Mon, 17 Feb 2014 00:01:34 -0500 > From: Charles Brown <cb31...@gmail.com> > To: Forum for the discussion of theoretical issues raised by Karl Marx > and the thinkers he inspired > <marxism-thaxis@greenhouse.economics.utah.edu>, marxist-debate > <marxist-deb...@googlegroups.com>, a-list > <a-l...@lists.econ.utah.edu>, pen-l <pe...@lists.csuchico.edu>, > lbo-talk <lbo-t...@lbo-talk.org> > Subject: [Marxism-Thaxis] What is anthropology about ?; A.L. Kroeber > Message-ID: > <CAF490LbNBBOWPS2eoz_gkVXn_yOu+FouS=vguh3spqglx_g...@mail.gmail.com> > Content-Type: text/plain; charset=ISO-8859-1 > > https://archive.org/stream/anthropologyrace00kroe#page/n15/mode/2up > > > > ------------------------------ > > Message: 5 > Date: Mon, 17 Feb 2014 14:33:35 +0000 > From: Christian Fuchs <christian.fu...@uti.at> > To: marxism-tha...@lists.econ.utah.edu > Subject: [Marxism-Thaxis] "Media and Communication in and after the > Global Capitalist Crisis": ESA RN18 2014 Conference Call > Message-ID: <53021dbf.60...@uti.at> > Content-Type: text/plain; charset=UTF-8; format=flowed > > Media and Communication in and after the Global Capitalist Crisis: > Renewal, Reform or Revolution? > ESA RN18 Mid-Term Conference 2014 > University of Bucharest, Romania > October 17-18, 2014 > > Full Call Text and additional information: > http://fuchs.uti.at/wp-content/RN18_2014.pdf > > Call for Participation and Abstracts > > European Sociological Association, Research Network 18: Sociology of > Communications and Media Research > http://www.europeansociology.org/research-networks/rn18-sociology-of-communications-and-media-research.html > > > Submission deadline for abstracts: July 1st, 2014. Submission per e-mail > to christian.fu...@uti.at > Abstracts should be written in a word processor, have 250-500 words, and > contain title, author name(s), email address(es), institutional > affiliations, the suggested presentation?s abstract. > > The world has experienced a global crisis of capitalism that started in > 2008 and is continuing until now. It has been accompanied by a crisis of > the state and a general crisis of legitimation of dominant ideologies > such as neoliberalism. Responses to the crisis have been variegated and > have included austerity measures of the state that have hit the weakest, > an increased presence of progressive protests, revolutions and strikes > that have made use of digital, social and traditional media in various > ways, the rise of far-right movements and parties in many parts of > Europe and other parts of the world, the Greek state?s closing down of > public service broadcaster ERT and increased commercial pressure on > public service broadcasting in general, new debates about how to > strengthen public service media, increased socio-economic and class > inequality in many parts of the world and at a global level, precarious > forms of work in general and in the media and cultural industries in > particular, the emergence of new media reform movements, an extension > and intensification of the crisis of newspapers and the print media, an > increasing shift of advertising budgets to targeted ads on the Internet > and along with this development the rise of commercial ?social media? > platforms, Edward Snowden?s revelations about the existence of a global > surveillance-industrial complex that operates a communications > surveillance system called ?Prism? that involves the NSA and media > companies such as Google, Facebook, Microsoft, Yahoo!, AOL, Skype, Apple > and Paltalk; discussions about the power and freedom of the press in > light of the Levenson inquiry, shifting geographies of the political and > media landscape that have to do with the economic rise of countries such > as China and India. > > Given this context, the main questions that ESA RN18?s 2014 conference > asks and to which it invites contributions are: How has the crisis > affected the media and communication landscape in Europe and globally > and what perspectives for the future of media and communications are > there? What suggestions for media reforms are there? How feasible are > they? What kind of media policies and reforms do we need today? Which > ones should be avoided? Are we in this context likely to experience a > renewal of neoliberalism or something different? > > Plenary sessions: > 1) Keynote Talk: Prof. Peter Ludes (Jacobs University Bremen, Germany): > Wanted: Critical Visual Theories! > 2) Special Session: Public Media and Alternative Journalism in Romania > With Dr. Raluca Petre (?Ovidius? University Constanta, Romania): On the > Distinction between State and Public Media: Re-Centering Public Options; > Dr. Antonio Momoc (University of Bucharest, Romania): Alternative > Media as Public Service Journalism; > Costi Rogozanu (journalist and media activist, criticatac.ro) ? Is > Alternative Media an Alternative? > > Call for Papers > > ESA RN18 welcomes submissions of abstracts for contributions. Questions > that can for example be addressed include, but are not limited to the > following ones: > > * Media and capitalism: > How have capitalism and the media changed in recent years? Are there > perspectives beyond capitalism and capitalist media? How can we best use > critical/Marxist political economy and other critical approaches for > understanding the media and capitalism today? What is the role of media > and communication technologies in the financialization, acceleration, > and globalization of the capitalist economy? What are the conditions of > working in the media, cultural and communication industries in the > contemporary times? What is the role of Marx today for understanding > crisis, change, capitalism, communication, and critique? > > * Media reform and media policy in times of crisis: > How do the media need to be reformed and changed in order to contribute > to the emergence > of a good society? Which media reform movements are there and what are > their goals? What have been policy ideas of how to overcome the crisis > and deal with contemporary changes in relation to European media and > communication industries? What can we learn from recent discussions > about the media?s power and freedom, such as the Leveson inquiry? What > are implications for media reforms? > > * Media and the public sphere: > How should the concept of the public sphere best be conceived today and > how does it relate to the media? How has the public sphere changed > during the crisis in Europe and globally? What has been the relation > between public and commercial broadcasting during and after the crisis? > How have public service media changed, which threats and opportunities > does it face? How can/should public service be renewed in the light of > crisis, the Internet, and commercialisation? Can public service be > extended from broadcasting to the online realm, digital and social > media? What has been the role of public service media in Europe? How has > this role transformed? > > > * Media and activism: > How can media scholars best cooperate with activists in order to > contribute to a better media system and a better society? What are major > trends in media activism today and how do activists use and confront the > media and how do commercial, public and alternative > media relate to contemporary social movements? What have been important > experiences of media activists and media reform organisations in the > past couple of years? What are the opportunities, risks, limits and > possibilities of media activism today? > For answering these questions, we also invite contributions and > submissions by media activists, who want to talk about and share their > experiences. > > * Media ownership: > Who owns the media and ICTs? What are peculiar characteristics of > knowledge and the media as property? What conflicts and contradictions > are associated with it and how have they developed in times of crisis? > How concentrated are the media and ICTs and how has this concentration > changed since the start of the 2008 crisis? How has media and ICT > ownership, convergence, de-convergence and concentration developed since > the start of the 2008 crisis? What reforms of media and ICT ownership > are needed in light of the crisis of capitalism and the crisis of > intellectual property rights? > > * Media and crisis: > What have been the main consequences of the crisis for media and > communication in various parts of the world and Europe from a > comparative perspective? What role have the media played in the > construction of the crisis? How have the media conveyed the social and > economic crises of recent years to citizens and what are the > consequences of this flow of ideas and explanations? What role can they > play in overcoming the crisis? What is the relationship of the media and > class during and after the crisis? What role have ideologies (such as > racism, right-wing extremism, fascism, neoliberalism, anti-Semitism, > etc) played in the media during the crisis and what can we learn from it > for reforming the media? How have audiences interpreted media contents > that focus on austerity, crisis, neoliberalism, protests, revolutions, > or media reforms? > > * The globalisation of the media and society: > What are major trends in the globalisation of capitalism, society and > the media? Given the > globalisation of media and society, what are challenges for media and > society today? What can we learn from non-Western media scholars and > media cultures outside of Europe? Are concepts such as cultural/media > imperialism, transnational cultural domination or the new imperialism > feasible today and if so, in which ways? > > * Digital and social media: > What is digital labour and how has class changed in the context of > social and digital media? What is the connection of value creation, > knowledge labour and digital labour? How do the global dimension and the > global division of digital labour look like, especially in respect to > China, India, Asia and Africa? How do new forms of exploitation and > unremunerated labour (?free labour?, ?crowdsourcing?) look like in the > media sector (e.g. in the context of Internet platforms such as Facebook > or Google)? What is the relationship of the commons and commodification > on digital and social media? How do capital accumulation and targeted > advertising work on social media and what are their implications for > users and citizens? What are alternatives to capitalist digital and > social media? How can alternative social and digital media best look > like and be organized? What can in this context be the roles of the > digital commons, civil society media and public service media? Which > ideologies of the Internet and social media are there? How can we best > understand the surveillance-industrial Internet complex operated by the > NSA together with Internet corporations such as Google and Facebook and > what are the implications of Edward Snowden?s revelations? How do power > and political economy work in the context of platforms such as Google, > Facebook, Twitter, YouTube, WikiLeaks, Wikipedia, Weibo, LinkedIn, > Blogspot/Blogger, Wordpress, VK, Pinterest, Tumblr, Instagram, etc? > > * Media and Critical Social Theory: > What can we learn and use from critical sociology and the sociology of > critique when studying the media? What do critique and critical theory > mean in contemporary times? > What are critical sociology and the sociology of critique and what are > its roles for studying media and communication?s role in society? Which > social theories do we need today for adequately understanding media & > society in a critical way? What is the role of political economy and > Marx?s theory for understanding media & society today? > > * Communication and (Post-)Crisis: > How has the crisis affected the communication landscape in Europe and > globally and what perspectives for the future are there? How do the > working conditions in communication industries look like after the > crisis? What are the challenges for communication industries in the near > future in the context of the crisis and post-crisis? What is the role of > post-crisis-communication industries in a globalised economy? > > > > > > ------------------------------ > > _______________________________________________ > Marxism-Thaxis mailing list > Marxism-Thaxis@greenhouse.economics.utah.edu > To change your options or unsubscribe go to: > http://greenhouse.economics.utah.edu/mailman/listinfo/marxism-thaxis > > > End of Marxism-Thaxis Digest, Vol 124, Issue 8 > ********************************************** ____________________________________________________________ The #1 Worst Carb Ever? Click to Learn #1 Carb that Kills Your Blood Sugar (Don't Eat This!) http://thirdpartyoffers.juno.com/TGL3141/5303eff4355706ff310a1st02vuc _______________________________________________ Marxism-Thaxis mailing list Marxism-Thaxis@greenhouse.economics.utah.edu To change your options or unsubscribe go to: http://greenhouse.economics.utah.edu/mailman/listinfo/marxism-thaxis
