Mauss was a student at Bordeaux between 1890 and 1895, and this discussion of his university library loans directly complements an earlier article on those of Durkheim, who taught there from 1897 to 1902. Mauss worked hand in glove with his uncle, and although the profiles of their library use were quite different, all the material borrowed by Mauss was closely related with material amongst Durkheim’s loans. Archival evidence brings out how Mauss prepared for the agrégation in philosophy in a way that went well beyond the examination itself, indeed, that in effect transcended philosophy, and that included a year at the Sorbonne that was crucial for the future. If Durkheim showed a methodological imagination – drawing on a variety of disciplines, albeit largely through a ‘hidden’ reading of uncited references – in order to elaborate a sociological approach for his time, Mauss showed a sociological imagination in an effort, in parallel with his academic commitments, to develop his uncle’s work straightaway. Their close collaboration with one another during this period is a platform for reconsidering the nature, up to 1914, of the intellectual link between Mauss and Durkheim, as two sociologists who were above all separated by a ‘chronological’ gap, who occupied two different positions that, while helping to explain disagreement, made possible their project of disciplinary ‘conquest’ begun at Bordeaux, and who, lastly, produced the same general sociology based on two related approaches. My conclusion returns to their Bordeaux ‘moment’ and the veritable symbolic blitzkrieg they conducted there.
la genèse d’une « imagination sociologique »
Émile Durkheim ou de l'éducation
This presentation is an invitation to reconsider the importance of Durkheim's lectures on educational systems and pedagogy. Although pedagogy and the 'science of education' were the only way of starting a university career when sociology did not exist as an institutionalized discipline, one should not limit Durkheim's effort to academic strategy. Texts on education are central in the definition of morality, but they may also be viewed as a bench test for developing historical sociology, for introducing new notions (particularly concerning the inertia of a social system) or for refining key concepts (density, corporation, mobility).
Natália da Silva Perez
Derek Ryan’s Virginia Woolf and the Materiality of Theory is an exploration of “Woolf’s writing alongside Deleuze’s philosophy and new materialist theories of ‘sex’, ‘animal’ and ‘life’.” What might at first glance sound like yet another exegetical effort to elucidate new meanings in Woolf’s writing—this time using new materialist approaches—is in fact a claim towards an understanding of Woolf’s literary practice as itself a form of theorizing. In Ryan’s intriguing study, Woolf emerges as a precursor of, and inspiration for, contemporary philosophical and critical approaches that privilege matter and material relations as productive venues for “nonanthropocentric conceptualizations” of the world (9).
In the spring and summer of 1938 two quite different seminars took place in Paris. One was the very well-known Collège de Sociologie, which included the participation of Caillois and Bataille – see ‘Sacred Sociology of the Contemporary World’, 2 April 1938, and the session ‘Festival’, 2 May 1939, in which Caillois indicates the importance of sacred games (in Hollier 1988: 157–159, 279–303). The other was the Walter Lippman Colloque, 26–30 August 1938 (in Rougier 1939). The former was the significant forerunner of French sociology and philosophy – from Derrida to Baudrillard – decisively influenced by Marcel Mauss.
Hollie MacKenzie and Iain MacKanzie
In this article we focus on the potential for an alignment of certain feminist artistic practices and poststructuralist conceptions of critique that may enable ways of theorizing practices of resistance and engender ways of practicing resistance in theory, without the lurch back into masculinist forms of dogmatism. It will be claimed that an ontological conception of art, considered as that which makes a difference in the world, can not only challenge the primacy of the dogmatic and masculine ‘subject who judges’, but also instill ways of thinking about, and ways of enacting, feminist artistic encounters with the capacity to resist dogmatism. The theoretical stakes of this claim are elaborated through complimentary readings of Deleuze and Guattari’s constructivist account of philosophy and Irigaray’s feminist explorations of what it means to think from within the 'labial', rather than from the position of the dominant phallic symbolic order. We argue that this creative conjunction between Irigaray, Deleuze, and Guattari provides the resources for a conceptualisation of both feminist artistic practice and the critical practice of poststructuralist philosophy as forms of resistance to the dominant patriarchal order, in ways that can avoid the collapse back into masculinist forms of dogmatism. Revel’s discussion of the role of constituent rather than constituted forms of resistance is employed to draw out the implications of this position for contentious politics. It is concluded that constituent practices of resistance can be understood as a challenge to the phallogocentric symbolic order to the extent that they are practices of a labial art-politics.
The title rightly suggests that I shall be attempting to give a view of Bourdieu’s perception of Durkheim. I shall not try to judge whether Bourdieu’s perception of Durkheim was correct, nor shall I seek to compare the validity of the positions adopted by Durkheim and Bourdieu. Instead, I shall concentrate on the general context of Bourdieu’s view of Durkheim and focus on Bourdieu’s references to Durkheim in two important texts – the first is an article entitled ‘Sociology and Philosophy in France since 1945: death and resurrection of a philosophy without subject’, published in Social Research in 1967, and the second a book published in 1968 with the title: Le métier de sociologue. It should also be noted that the article was written in collaboration with Jean-Claude Passeron and the book was written in collaboration with Jean-Claude Chamboredon as well as Jean-Claude Passeron (referred to throughout as Bourdieu et al.). I focus on Bourdieu’s view of Durkheim’s work, but one of the points which will become clear is that Bourdieu found it difficult to dissociate his judgement of Durkheim’s intellectual endeavour from his view of Durkheim’s social significance and from his view of the adverse influence of the Durkheimians. I shall make two asides which will suggest ways in which it is clear that the development of Bourdieu’s thinking and career was affected by the consequences of Durkheim’s influence rather more than by the substance of his writing.
l'acte de 'donner' chez Simmel et Durkheim
Luca Guizzardi and Luca Martignani
This focuses on a key topic for comparison of two masters of sociological thought, Georg Simmel and Émile Durkheim: the question of giving in the context of social exchange. Durkheim deals with the issue in introducing the concept of organic solidarity, based on the division of social labour and implying the interdependence of individuals. This representation of solidarity links with the interest in credit and debt relations in Simmel's philosophy of money and with a perspective in which reciprocity is conceived as one of the main sociological functions involved in the representation of social bonds. After a comparison of Durkheim and Simmel's theories of reciprocity, a specific case discussed is the mortgage, conceived as a paradigm of the shape assumed by the immaterial reality of reciprocity in institutional and everyday life.
This article explores the significance of recently discovered records of Durkheim's university library loans during his time at Bordeaux. After introducing and explaining the nature of these records, and presenting various quantitative and qualitative issues raised by them, the article concentrates on understanding Durkheim's loans through tracking the different main uses he made of them. This first involves their role in his publications, but is then above all a concern with how they fed into his lectures. Discussion starts with his courses in sociology, moves on to those in education and psychology, and finishes with his preparation of students for an examination in philosophy (the agrégation). Although a few of Durkheim's courses survive, his library loans are a way to throw light on lectures that mostly seem lost forever.
Durkheim and the Critique of Pragmatism
Sue Stedman Jones
Durkheim's lecture course Pragmatisme et sociologie was given in 1913-14, and thus counts amongst the last of his works. It is interesting, not just for this reason, but because here we encounter Durkheim, less in his characteristic empirical sociological mode and more as a philosopher. Here we find him engaging in a logical attack on what was then a popular movement of philosophy and debating the logical issues arising out of pragmatism. William James and the movement of pragmatism had a huge prestige on the European continent and a great influence after the turn of the century and shared a cult of admiration with Bergson (Stuart Hughes 1958:112). Durkheim challenged this on a philosophical level and found what he held to be its weakest point—the question of truth.
This special issue sets out to examine aspects of German politics, philosophy,
and society through the multifaceted lens of cosmopolitanism. A complex
and contested concept, cosmopolitanism has particularly important
implications for the study of contemporary nation-states, as conventional
understandings of bounded territory and sovereignty are reassessed in the
context of globalization, migration and transnationalism. Accordingly, this
introduction aims to outline several key strands of cosmopolitan thought
with reference both to contemporary Germany and the wider global conjuncture,
in order to provide a conceptual framework for the articles that
follow. It begins by briefly placing cosmopolitanism in the context of the
evolving concepts of German Heimat (homeland) and nation, because contemporary
cosmopolitanism can only be fully understood in relation to
nationalism. It then looks at the relevance of methodological, political and
ethical cosmopolitanism for the study of nation-states today, before introducing
the five articles in the special issue.