Voltaire, Marx and Dostoevsky are historians and theorists who use their knowledge to examine about the social organization through scientific means. Marx uses the Marxism theory to perceive the human history as consisting of various struggle of series that is between different series of struggles between different classes of oppression. Dostoevsky was a physlosophist about man who saw the development of the dream of Raskolnikov on the beating of a horse through a drunken farmer. The dream is quite significant on several fields since it serves in the evolution of the protagonist though the minds of the criminal who is Raskolnikov (Bazzul 2012, 45). The traditional interpretation of literature from the psychoanalytical standpoint from the three philosophizes relies upon the work of the Sigmund Freud. In Dostoevsky case, the method is both inadequate and anachronistic. The great work by Dostoevsky cons
...iders holistically or individually though it is established fictional.
Marx demonstrates that the economic demonstration of capitalism was bound to collapse since it was contradicting. The demonstration called for the prediction of assurance regarding communism through the historical stages. Marx system mostly demonstrated the incomplete problems that were related to the profit making economy in a way that would bring about the collapse of the capitalism and the supersession of socialism (Bazzul 2012, 65). Capitalism has failed however due to the crisis of the production of the mass pauperization. Capitalism can only be reformed through self-contradiction. Apart from that, the appeal of communism can also be dimmed through the terroristic methods and the economic inefficiency of the communist regime that was established in China and Russia. Finally of the decrepitude and capitalism of the USSR led
to the supersession of socialism.
The methods of the three theorists differ because of believe on capitalism. Marx for instance believes that capitalism was dynamic and social. Voltaire believes that capitalism was a combination of the laisser-faire of the high finances (Bazzul 2012, 76). His aim was to rectify the government on the miscalculations that had occurred during the working of the high finances. Dostoevsky finally views capitalism as being a firm of individualism through the procurement of funds. He feels pronouncement of utilitarianism can lead to the aesthetic problems due to the personal obtaining of resources.
What Kind of Language do they Use, what kind of application do they make.
Both Voltaire, Marx, and Dostoevsky use the philosophy of language and the formal method to present the formal method of making the obeisance so as to determine the role of the economy. The three introduce their problems about the language into the Marxism through the presentation of the language use into a locus of class and the group conflict. It is evident that the entire issue about the ideology of reform is a large semiotic framework (Bazzul 2012, 112). The language has an ideology about the ideology of significant ideas that are necessary through the conscious communication that is mutable, distorted and mutable. The problem of critique of the ideas is loosened from the modest classical opposition and brought to the worldwide truth.
The language serves as a question about the limits, nature and the functions of different forms of distortion more so in the use of the society language that shifts through various related inquiries that are in the mystification. The main obvious analogy is the thought
of Marx about the concept of capitalism that occurs as a social order and a creative idea of bringing the contact forces together in separate societies. Capitalism can always be referred to as a position of analogous of the Socrates anthem. Dostoevsky therefore works towards interpreting the rapid emergence of capitalism in his country. Capitalism has since worked to bring togetherness in the new sociology.
Reference
- Bazzul, J. (2012). Neoliberal ideology, global capitalism, and science education: Engaging the question of subjectivity. Cultural Studies of Science Education, 7(4), 1001-1020.
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