Unashamedly polemical, this reissue of Freedom & Equality, first published in 1986, presents a strong and persuasively argued case for democratic socialism. In contrast to many recent books justifying conservatism and varieties of Marxism, Keith Dixon defends the two great principles underpinning democratic socialism – freedom and equality. He aims both to restore the idea of freedom to its proper place in the political vocabulary of the left and to defend a stark version of freedom as absence of constraint. Only this version of freedom, he argues, is consistent with the proper defence of civil liberties. Dixon also defends radical egalitarianism from its critics, who either repudiate its full force or reject it out of hand. He believes that freedom and equality are potentially realizable socialist goals, that democratic socialism is not necessarily linked with fraternalism, and – above all – that it should be based upon a firm and consistent conception of individuality.

Unashamedly polemical, this reissue of Freedom & Equality, first published in 1986, presents a strong and persuasively argued case for democratic socialism. In contrast to many recent books justifying conservatism and varieties of Marxism, Keith Dixon defends the two great principles underpinning democratic socialism – freedom and equality. He aims both to restore the idea of freedom to its proper place in the political vocabulary of the left and to defend a stark version of freedom as absence of constraint. Only this version of freedom, he argues, is consistent with the proper defence of civil liberties. Dixon also defends radical egalitarianism from its critics, who either repudiate its full force or reject it out of hand. He believes that freedom and equality are potentially realizable socialist goals, that democratic socialism is not necessarily linked with fraternalism, and – above all – that it should be based upon a firm and consistent conception of individuality.

First published in 1923, this book collects together sixteen essays written between 1912 and 1922 that reflect how the author's views on education became increasingly interwoven with their views on "things in general" — with half dealing with each subject. Reflecting this interweave, they are arranged chronologically rather than by subject due to their "unity of conviction and purpose". The author argues that the question "Is man free to direct the process of his own growth?" naturally follows from the question "Is man a free agent?" Thus if freedom is inextricably linked to growth it becomes of paramount interest to the teacher and is explored here under a broad range of topics.

Violence for Equality, first published in 1989, questions the morality of political violence and challenges the presuppositions, inconsistencies and prejudices of liberal-democratic thinking. This book should be of interest to teachers and students of philosophy and politics.

First published in 1985, Equality and Freedom in Education investigates the extent to which it is possible or desirable to provide equal opportunities in education, regardless of age sex, race, language, and social class. Attempts to make such provision regularly attract the criticism that they remove the freedom of parents and religious bodies to educate children in accordance with their particular wishes. To understand this dilemma, the book analyses the educational systems and practices in England and Wales, France, the USA, the USSR, China and Japan. Information about each system is provided in accordance with a taxonomy, developed by Professor Holmes for the International Bureau of Education in Geneva, and widely accepted by Ministries of Education throughout the world. Simplified diagrams show how school systems are organised and how children pass through the school system, and essential statistical information, taken from UNESCO sources, is also provided. The book will be of interest to students of education and sociology.

Simone Weil — philosopher, trade union militant, factory worker — developed a penetrating critique of Marxism and a powerful political philosophy which serves an alternative both to liberalism and to Marxism. In A Truer Liberty, originally published in 1989, Blum and Seidler show how Simone Weil’s philosophy sought to place political action on a firmly moral basis. The dignity of the manual worker became the standard for political institutions and movements. Weil criticized Marxism for its confidence in progress and revolution and its attendant illusory belief that history is on the side of the proletariat. Blum and Seidler relate Weil’s work to influential trends in political philosophy today, from analytic Marxism to central traditions within liberal thought. The authors stress the importance of Weil’s work for understanding liberation theology, Catholic radicalism, and, more generally, social movements against oppression which are closely tied to religion and spirituality.

In this inquiry into Marx’s method of theorising, originally published in 1979, Roslyn Bologh analyses theory in the same way that Marx analyses the production of capital, and provides a set of rules for reproducing Marx’s method. The rules are developed through an examination of the Grundrisse, a text by Marx that combines his technical critique of political economy with his humanistic, philosophical concerns and his historical perspective. Dr Bologh concludes that Marx’s method, as dialectical phenomenology, offers a way of analysing language, knowledge and the social relations and practices of everyday life, as well as the more obvious phenomena of capitalism.

First published in 1985, Equality and Freedom in Education investigates the extent to which it is possible or desirable to provide equal opportunities in education, regardless of age sex, race, language, and social class. Attempts to make such provision regularly attract the criticism that they remove the freedom of parents and religious bodies to educate children in accordance with their particular wishes. To understand this dilemma, the book analyses the educational systems and practices in England and Wales, France, the USA, the USSR, China and Japan. Information about each system is provided in accordance with a taxonomy, developed by Professor Holmes for the International Bureau of Education in Geneva, and widely accepted by Ministries of Education throughout the world. Simplified diagrams show how school systems are organised and how children pass through the school system, and essential statistical information, taken from UNESCO sources, is also provided. The book will be of interest to students of education and sociology.

First published in 1985, this book provides a stimulating series of inter-connected essays which address the theme of shame, which, unlike the problem of conscience, has been seldom discussed by moral philosophers. The essays focus on the ethical regulation of human action and judgement, examining both its constant and varying elements and concentrating on contemporary types of moral regulation. Professor Heller uses Aristotelian categories, such as the good life, in her discourse to present a new conception of rationality, distinguishing between shame regulation and conscience regulation of moral conduct, and arguing that shame regulation cannot be completely overcome even in an age of rationalism.

Liberalisms, a work first published in 1989, provides a coherent and comprehensive analytical guide to liberal thinking over the past century and considers the dominance of liberal thought in Anglo-American political philosophy over the past 20 years. John Gray assesses the work of all the major liberal political philosophers including J. S. Mill, Herbert Spencer, Karl Popper, F. A Hayek, John Rawls and Robert Nozick, and explores their mutual connections and differences.