https://www.um.edu.mt/library/oar/handle/123456789/52813 2026-04-04T07:03:49Z 2026-04-04T07:03:49Z Mayo, Peter https://www.um.edu.mt/library/oar/handle/123456789/52790 2020-03-22T06:11:05Z 1990-01-01T00:00:00Z

Title: Karl Mannheim's contributions to the development of the sociology of knowledge Authors: Mayo, Peter Abstract: Karl Mannheim's work in the area of Sociology of Knowledge is generally considered to be his greatest contribution to sociological research. In his writings on the subject, the Hungarian theorist posits that a sociology of knowledge is possible and that there exists a relationship between forms of knowledge and social structure. His major contention in this respect is that ideas relating to definitions of social reality are existentially-determined. In this paper, I shall attempt to provide an exposition of Mannheim's ideas regarding the existential determination of knowledge, taking into account: (a) the various schools of thought and social factors which influenced his thinking; (b) his interpretation of the concepts of ideology and utopia; (c) the way he sought to grapple with such pertinent issues as the validity or otherwise of existentially- determined knowledge; (d) his attempts at preventing his theory from lapsing into relativistic nihilism, and finally, (e) the various criticisms levelled at his work on the Sociology of Knowledge.

1990-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/52787 2024-12-16T09:32:09Z 1990-01-01T00:00:00Z

Title: Why do the Maltese ask so few questions? Abstract: This is the substance of a short talk Prof. Boissevain gave on July 19th, 1968 to the elementary and secondary school teachers attending refresher courses held at the Mater Admirabilis Teacher College at Tal Virtu'. It appeared in an edition of "Ferment" that same year. It is reprinted in this context with the author's permission, and is followed first by four responses written specifically for this issue of "Education", and then by Professor Boissevain's reaction to these responses.

1990-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/52783 2020-03-22T06:10:15Z 1990-01-01T00:00:00Z

Title: The hope of radical education : a conversation with Henry Giroux Abstract: CAR - What is radical education? -- Giroux - Radical education doesn't refer to a discipline or a body of knowledge. It suggests a particular kind of practice and a particular posture of questioning received institutions and received assumptions. I would say in a general way that the basic premises of radical education grew out of the crisis in social theory. More specifically, we can distinguish three traits: radical education is interdisciplinary in nature, it questions the fundamental categories of all disciplines and it has a public mission of making society more democratic. This last point is perhaps the principal reason why radical education as a field is so exciting. We can take ideas and apply them. [excerpt from the interview]

1990-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/52716 2020-03-22T06:10:14Z 1990-01-01T00:00:00Z

Title: Education : volume 3 : number 4 Editors: Sultana, Ronald G. Abstract: Table of contents: 1/ Editorial -- 2/ SULTANA, R. G. - The Challenge of Critical Education -- 3/ GIROUX, H. - The Hope of Radical Education -- 4/ BOISSEVAIN, J., SANT, A., FARRUGIA, C. J., FRIGGIERI, J., & SERRACINO INGLOTT, P. - Why do the Maltes ask so few questions? -- 5/ MAYO, P. - Karl Mannheim's Contributions to the Development of the Sociology of Knowledge -- 6/ BALDACCHINO, G. - Critical Economics -- 7/ Notes on contributors.

1990-01-01T00:00:00Z