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Gottfried Schweiger - Poverty, Inequality and the Critical Theory of Recognition, Häftad

Häftad, Engelska, 2021

Poverty, Inequality and the Critical Theory of Recognition

Av Gottfried Schweiger

Del 3 i serien Philosophy and Poverty

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Beskrivning
This book brings together philosophical approaches to explore the relation of recognition and poverty. This volume examines how critical theories of recognition can be utilized to enhance our understanding, evaluation and critique of poverty and social inequalities. Furthermore, chapters in this book explore anti-poverty policies, development aid and duties towards the (global) poor. This book includes critical examinations of reflections on poverty and related issues in the work of past and present philosophers of recognition. This book hopes to contribute to the ongoing and expanding debate on recognition in ethics, political and social philosophy by focusing on poverty, which is one highly important social and global challenge.“If one believed that the theme of “recognition” had been theoretically exhausted over the last couple of years, this book sets the record straight. The central point of all the studies collected here is that poverty is best understood in its socialcauses, psychic   consequences and moral injustice when studied within the framework of recognition theory. Regardless of how recognition is defined in detail, poverty is best captured as the absence of all material and cultural conditions for being recognized as a human being. Whoever is interested in the many facets of poverty is well advised to consult this path-breaking book.”  Axel Honneth, Columbia University.
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Gottfried Schweiger is a Senior Scientist at the Centre for Ethics and Poverty Research, University of Salzburg. He works in social and political philosophy. Previous publications include (co-authored with Gunter Graf) “A Philosophical Examination of Social Justice and Child Poverty” (Palgrave Macmillan 2015) and (co-edited with Johannes Drerup, Gunter Graf and Christoph Schickhardt) “Justice, Education and the Politics of Childhood” (Springer 2016).

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