scholarly journals Heliotropes

2019 ◽  
Vol 46 (1) ◽  
pp. 3-9
Author(s):  
Robyn Marasco

A reflection on Seyla Benhabib’s Exile, Statelessness, and Migration, with a particular focus on her reconstruction of early critical theory and the ‘Benjaminian moment’ that links Hannah Arendt to Theodor Adorno.

2020 ◽  
Vol 46 (1) ◽  
pp. 34-44
Author(s):  
Seyla Benhabib

My new book, Exile, Statelessness, and Migration. Playing Chess With History From Hannah Arendt to Isaiah Berlin, considers the intertwined lives and work of Jewish intellectuals as they make their escape from war-torn Europe into new countries. Although the group which I consider, including Hannah Arendt, Theodor Adorno, Walter Benjamin, Judith Shklar, Albert Hirschman and Isaiah Berlin, have a unique profile as migrants because of their formidable education and intellectual capital, I argue that their lives are still exemplary for many of the dilemmas and risks faced by all migrants. In the reply to critics, I consider such issues as the intellectual relations between Benjamin, Adorno and Horkheimer; differences between Arendt’s and Adorno’s views of an interpretive social science; and why international law played such an important role in the imagination of Jewish intellectuals. A further question involves the generalizability of the experience of Jewish otherness in European culture. Liberal societies always designate some others as their constitutive exterior. How continuous is the experience of emigré Jewish intellectuals with the exclusion of ethnic and racial minorities in our societies? Finally, if the founding of the State of Israel has by no means resolved the problems of statelessness but re-created it for the Palestinian population, what kind of political stance should we assume vis-à-vis this reality today?


Thesis Eleven ◽  
2021 ◽  
pp. 072551362110059
Author(s):  
Geoff Boucher

Frankfurt School critical theory is perhaps the most significant theory of society to have developed directly from a research programme focused on the critique of political authoritarianism, as it manifested during the interwar decades of the 20th century. The Frankfurt School’s analysis of the persistent roots – and therefore the perennial nature – of what it describes as the ‘authoritarian personality’ remains influential in the analysis of authoritarian populism in the contemporary world, as evidenced by several recent studies. Yet the tendency in these studies is to reference the final formulation of the category, as expressed in Theodor Adorno and co-thinkers’ The Authoritarian Personality (1950), as if this were a theoretical readymade that can be unproblematically inserted into a measured assessment of the threat to democracy posed by current authoritarian trends. It is high time that the theoretical commitments and political stakes in the category of the authoritarian personality are re-evaluated, in light of the evolution of the Frankfurt School. In this paper, I review the classical theories of the authoritarian personality, arguing that two quite different versions of the theory – one characterological, the other psychodynamic – can be extracted from Frankfurt School research.


2020 ◽  
pp. 52-99
Author(s):  
Ole Jakob Løland

Taubes’s readings of Paul demonstrate a hermeneutical art of disagreement within the intellectual life of post-Holocaust Europe. Taubes is a reader who looks for intellectual enemies with whom he can achieve a true disagreement without dismissing their true insights, whether they are historical or philosophical. This hermeneutic is not unattached to Taubes’s Jewish background but reflects a Talmudic spirit inherent within Taubes’s idiosyncratic readings of Paul. Moreover, Taubes’s readings are attuned to nuances, ambivalences, and contradictions within Paul, as Taubes powerfully demonstrates in his exegesis of 1 Corinthians. With the help of Nietzsche’s polemical reading of this Pauline epistle, Taubes detects the instances where Paul’s doctrine of the cross revolutionizes ancient perceptions and passages that contain the power to neutralize this very same conceptual revolution. This results in Taubes’s image of a contradictory apostle, who can be used throughout history for various purposes. In Taubes’s case, Paul becomes a messianic thinker and part of Taubes’s efforts to establish a powerful synthesis of the insights of Walter Benjamin and Carl Schmitt—against what Taubes considers as the merely aesthetic tradition of “critical theory” in Theodor Adorno that remains indifferent to the historical struggles of the excluded.


2021 ◽  
Vol 22 (1) ◽  
pp. 103-118
Author(s):  
Flávia Regina Schimanski dos Santos ◽  
Marta Regina Furlan de Oliveira
Keyword(s):  

Este estudo objetiva tecer reflexões a respeito do campo da Educação e da Formação de Professores, tendo como embasamento teórico as contribuições da Teoria Crítica da Sociedade com Theodor Adorno e a pensadora Hannah Arendt. Tais autores, apontam a crise da autoridade no mundo moderno como a origem da crise da educação, a qual culminou na redução da educação aos seus aspectos instrumentais e semiformativos. Embora as análises tenham partido de um contexto diferente, os problemas da educação brasileira denotam um cenário semelhante. Especificamente, o estudo analisa as inconsistências desencadeadores da crise formativa. O percurso metodológico consiste em uma pesquisa bibliográfica de cunho qualitativo. É oportuno considerar a possibilidade de um caminho para as tensões educativas que sigam a estrada da tomada de consciência rumo a autonomia docente e a constituição de uma autoridade sólida. Para tanto, assim como demonstrou a pesquisa, os professores precisam assumir, eminentemente, o compromisso de educar para a emancipação, para o pensamento autocrítico e, sobretudo, autorreflexivo. Recebido em: 29/10/2020.Aprovado em: 04/12/2020.


2013 ◽  
pp. 299-307
Author(s):  
Sinésio Ferraz Bueno
Keyword(s):  

O objetivo deste artigo consiste em analisar a confluência entre o pensamento dos filósofos Theodor Adorno e Hannah Arendt na crítica ao totalitarismo e ao fascismo no período pós-Segunda Guerra Mundial. Procurando aproximar a obra de ambos, serão explicitados em especial os aspectos mais relevantes dessa crítica no campo da filosofia da educação.


2018 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Michelli Agra

O presente artigo tem por objetivo discutir os desafios da educação inclusiva, com base no conceito de experiência aplicado à problemática da formação do professor. Utiliza-se como referencial teórico-metodológico, a Teoria Crítica da Sociedade, com base nos autores Theodor Adorno e Walter Benjamin. As considerações giram em torno da argumentação das possíveis causas e efeitos do empobrecimento da experiência na sociedade burguesa capitalista, com a seguinte questão: ‘Para que viver experiências na formação de professor?’ No sentido que se procura expor, a experiência deixa marcas que passam a pertencer à subjetividade do indivíduo, além de potencializar a racionalidade e a autonomia. A educação inclusiva, por sua vez, revela a educação geral e pode contribuir para uma educação que propicie a resistência e a emancipação humana.Palavras-chave: Experiência; Formação do Professor; Educação Inclusiva. The problem of poverty of experience in teacher training: challenges of inclusive educationABSTRACTThis article aims to discuss the challenges of inclusive education, based on the concept of experience applied to the problem of teacher education. The Critical Theory of Society, based on the authors Theodor Adorno and Walter Benjamin was used as theoretical-methodological reference. Considerations revolve around arguing the possible causes and effects of the impoverishment of experience in capitalist bourgeois society, with the following question: 'Why live experiences in teacher training?' In the sense we seek to expose, experience leaves marks that pass to belong to the subjectivity of the individual, in addition to enhancing rationality and autonomy. Inclusive education, in turn, reveals general education and can contribute to an education that fosters resistance and human emancipation.Keywords: Experience; Teacher Training; Inclusive education. El problema de la pobreza de experiencia en la formación del profesor: desafíos de la educación inclusiva RESUMENEl presente artículo tiene como objetivo discutir los desafíos de la educación inclusiva, basándose en el concepto de experiencia aplicado a la problemática de la formación docente. Se utiliza como referencial teórico-metodológico, la Teoría Crítica de la Sociedad, basándose en autores como Theodor Adorno y Walter Benjamin. Las consideraciones giran alrededor de la argumentación de las posibles causas y efectos del empobrecimiento de la experiencia en la sociedad burguesa capitalista, con la siguiente cuestión: ¿Para qué vivir experiencias en la experiencia en la formación docente? En el sentido en que se busca exponer, la experiencia deja señas que pertenecen a la subjetividad del individuo, además de potenciar la racionalidad y la autonomía. La educación inclusiva, a su vez, revela la educación general y puede contribuir para una educación que favorezca la resistencia y la emancipación humana.Palabras clave: Experiencia; Formación docente; Educación Inclusiva.


Author(s):  
Seyla Benhabib

This book explores the intertwined lives, careers, and writings of a group of prominent Jewish intellectuals during the mid-twentieth century—in particular, Theodor Adorno, Hannah Arendt, Walter Benjamin, Isaiah Berlin, Albert Hirschman, and Judith Shklar, as well as Hans Kelsen, Emmanuel Levinas, Gershom Scholem, and Leo Strauss. Informed by their Jewish identity and experiences of being outsiders, these thinkers produced one of the most brilliant and effervescent intellectual movements of modernity. The book's starting point is that these thinkers faced migration, statelessness, and exile because of their Jewish origins, even if they did not take positions on specifically Jewish issues personally. The sense of belonging and not belonging, of being “eternally half-other,” led them to confront essential questions: What does it mean for the individual to be an equal citizen and to wish to retain one's ethnic, cultural, and religious differences, or perhaps even to rid oneself of these differences altogether in modernity? The book isolates four themes in their works: dilemmas of belonging and difference; exile, political voice, and loyalty; legality and legitimacy; and pluralism and the problem of judgment. Surveying the work of influential intellectuals, Exile, Statelessness, and Migration recovers the valuable plurality of their Jewish voices and develops their universal insights in the face of the crises of this new century.


2021 ◽  
Vol 27 (1) ◽  
pp. 103-120
Author(s):  
Alexa Winstanley-Smith

The resurgence of fascism has quickly become an unavoidable fact of the Western world. Perhaps it comes as no surprise to today’s inheritors of cultural studies and critical theory that astrology has made its own comeback; however, it has made its comeback with a difference. The vanguard of today’s astrological movement is led by the queer Left. Uprooted from its role as fate’s theological handmaiden for mounting figures of authority and apparently removed from the (implicitly heterosexual) reproductive model of a mainstream “culture industry,” queer astrology has come to the fore as an antitraditionalist, anticonservative mode of rethinking human biography in community. The queer astrological model of self-understanding and self-analysis has potential: it is not held in thrall to the perpetually outmoded biological paradigms of scientific “fact,” nor does it require cleaving to secularized but still-fraught figures for the self such as the “martyr,” the “saint,” or the “heretic.” Queer astrology unquestionably breaks the fearful mold beheld by critics like Aby Warburg and Theodor Adorno. But is it political? And if it is, how so? What are its potentials? How do we construe a queer astrological politics that is capable of mounting more than a therapeutic alternative to tradition — one that can play an activist role in a political scene that has already donned the kitsch comb-over of that tabloid credential to which tawdry horoscopes once made their claims?


2019 ◽  
pp. 113-165
Author(s):  
Seth T. Reno

In this chapter, I show that Percy Shelley picks up on the waning of intellectual love in Wordsworth, continuing to develop this Romantic tradition after Wordsworth moves on to a more religious sensibility. The chapter outlines the development of Percy Shelley’s treatment of love over the entire course of his career. I examine five ‘clusters’ of writings that reveal his adoption, adaption, and revision of Wordsworthian, Godwinian, and Classical notions of love: (1) his essay ‘On Love’ (1819) and its related texts; (2) Queen Mab (1813) and the Alastorvolume (1815); (3) a sequence of lyrics from 1816-1818; (4) the Prometheus Unbound volume (1820); and (5) Epipsychidion (1821) and later poems. Shelleyan love has received the most scholarly attention in studies of Romanticism, yet it is almost always within the contexts of sex, sexuality, and metaphor; instead, I argue that Shelleyan love can also be understood as an aesthetic model of interconnectedness proposing a nascent negative dialectics, a concept developed by Theodor Adorno that both defers and affirms the reconciliation of subject and object at the heart of critical theory and love.


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