scholarly journals The Frankfurt School and the authoritarian personality: Balance sheet of an insight

Thesis Eleven ◽  
2021 ◽  
pp. 072551362110059
Author(s):  
Geoff Boucher
Keyword(s):  
Critical Theory ◽  
Balance Sheet ◽  
Research Programme ◽  
Frankfurt School ◽  
The Other ◽  
Authoritarian Personality ◽  
Contemporary World ◽  
Authoritarian Populism ◽  
Theodor Adorno ◽  
School Research

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.

scholarly journals EDUCAÇÃO, BARBÁRIE E SEMIFORMAÇÃO: APORTES DA TEORIA CRÍTICA E DO PENSAMENTO ADORNIANO PARA ANALISE DA PRÁTICA EDUCATIVA

2016 ◽  
Vol 3 (6) ◽  
pp. 19
Author(s):  
Thiago Luiz Santos Oliveira
Keyword(s):  
Critical Theory ◽  
Educational Practice ◽  
Frankfurt School ◽  
Pedagogical Practice ◽  
Sociological Analysis ◽  
Social Search ◽  
Theodor Adorno ◽  
Search Field ◽  
Epistemological Understanding ◽  
Independent Thought

<p>Neste artigo procurar-se-á abordar a relevância dos conceitos de educação barbárie e semiformação, a partir do pensamento crítico de Theodor Adorno para o entendimento da prática educativa. Dentro dessa perspectiva buscar-se-á evidenciar a importância da educação para a superação dos processos de dominação e para a formação de sujeitos realmente plenos, capazes da reflexão autônoma. É importante frisar no entanto que Adorno e os fundadores da matriz da Teoria Critica, posteriormente conhecida como Escola de Frankfurt não eram especificamente teóricos da educação. Mesmo assim é possível e pertinente a utilização do arcabouço teórico adorniano nas reflexões acerca da pratica educativa. Ora, sendo a educação enquanto campo de pesquisa social pautada pela pluralidade de análises e pela interdisciplinaridade faz-se importante o entendimento epistemológico dos preceitos principais que norteiam a Teoria Crítica, que podem de fato ser utilizados para a análise sociológica da pratica pedagógica.</p><p> </p><p><strong>ABSTRACT</strong></p><p>In this article we will try to approach the relevance of barbarism education concepts and erudition, from critical thinking Theodor Adorno to the understanding of educational practice. Within this perspective will be sought to evidence the importance of education to overcome the domination of processes and the formation of subjects really full, capable of independent thought. It is important to note however that Adorno and the founding mother of Critical Theory, later known as the Frankfurt School were not specifically educational theorists. Yet the use of Adorno's theoretical framework in the reflections of the educational practice is possible and relevant. Now, with education as a social search field guided by the plurality of analysis and the interdisciplinarity is an important epistemological understanding of the key principles that guide the Critical Theory, which can in fact be used for sociological analysis of pedagogical practice.</p><p><strong>Keywords:</strong> Critical Theory. Education. Cultural Industry. Barbarism. Formation.</p>

scholarly journals Georg Simmel: una teoría crítica de la cultura

2020 ◽  
pp. 63-88
Author(s):  
Eduardo Gutiérrez Gutiérrez ◽  
Keyword(s):  
Critical Theory ◽  
Frankfurt School ◽  
German Idealism ◽  
The Other ◽  
Georg Simmel ◽  
Modern Culture ◽  
Large Cities ◽  
Other Hand ◽  
The Social

The main object of the article is the exposition of the critical theory of culture of Georg Simmel, which we can call «tragedy of modern culture». In connection with this exhibition, whose topicality we do not doubt since the social and cultural problems that to a large extent are still suffered in large cities are being brought to the table, we present Simmel’s idea of culture as a condensation of the idea of culture developed by German idealism. On the other hand, and as a second objective, we will try to demonstrate the line of continuity that exists between Simmel and the critical theory of the Frankfurt School with respect to the criticism of modern culture.

The Reification of the Other as a Social Pathology

2020 ◽  
Vol 12 ◽  
pp. 13-44
Author(s):  
Alexis Gros ◽  
Keyword(s):  
Social Sciences ◽  
Critical Theory ◽  
Social Theory ◽  
Formal Model ◽  
Frankfurt School ◽  
The Other ◽  
Critical Social Theory ◽  
Social Pathology ◽  
Social Critical ◽  
Alternative Reading

The present paper constitutes an attempt to articulate, systematize, and further develop the implicit traces of a phenomenological critical theory that, according to Michael Barber’s reading, are to be found in Schutz’s thought. It is my contention that a good way to achieve this aim is by reading Schutz against the background of novel, phenomenologically and hermeneutically informed accounts of Critical Theory in the tradition of the Frankfurt School, such as Hartmut Rosa’s. In order to achieve the stated objective, I will proceed in four steps. First (1), I will briefly reconstruct the mostly negative reception of phenomenology, the interpretive social sciences, and Schutz by both the Frankfurt School and contemporary critical social theory. Second (2), I will present Barber’s alternative reading of Schutzian phenomenology as entailing an implicit ethics and a rudimentary critical theory based thereon. Third (3), I will sketch out Rosa’s formal model of Critical Theory as an heuristic means for articulating Schutz’s unspoken social-critical insights. Finally (4), establishing a dialogue between Barber’s reading of Schutz and Rosa’s account, I will provide a preliminary articulation of Schutz’s rudimentary critical theory.

Revisiting Authoritarianism

2019 ◽  
Vol 46 (3) ◽  
pp. 329-341
Author(s):  
James Aho
Keyword(s):  
20Th Century ◽  
Frankfurt School ◽  
Herbert Marcuse ◽  
Early 20Th Century ◽  
Inner Life ◽  
Erich Fromm ◽  
Authoritarian Personality ◽  
Theodor Adorno ◽  
Anglo American ◽  
Class Youth

This article traces the roots of the Authoritarian Personality (AP) project in the neo-Freudian/phenomenological tradition of the Frankfurt School (FS). It focuses on three of its major proponents (Erich Fromm, Theodor Adorno and Herbert Marcuse) and examines the construction of the F-scale. It outlines how, according to FS-influenced scholars, the AP arose from the disciplinary measures inflicted on late 19th and early 20th century German middle-class youth, and details the sado-masochistic political style of the prototypical AP. It covers the critical reception of this characterization and explanation of authoritarianism by Bob Altemeyer and Anglo-American positivism. It concludes by arguing that in overlooking the inner life of the AP, positivism blinds us to compelling truths, about authoritarianism, and also about ourselves.

scholarly journals Critical Theory and Processual Social Ontology

2016 ◽  
Vol 2 (1) ◽  
pp. 17-32 ◽  
Author(s):  
Emmanuel Renault
Keyword(s):  
Social Sciences ◽  
Critical Theory ◽  
Social Transformation ◽  
Social Ontology ◽  
Frankfurt School ◽  
The Other ◽  
The Third ◽  
Social Theories ◽  
The One

AbstractThe purpose of this article is to bridge the gap between critical theory as understood in the Frankfurt school tradition on the one hand, and social ontology understood as a reflection on the ontological presuppositions of social sciences and social theories on the other. What is at stake is the type of social ontology that critical theory needs if it wants to tackle its main social ontological issue: that of social transformation. This paper’s claim is that what is required is neither a substantial social ontology, nor a relational social ontology, but a processual one. The first part of this article elaborates the distinction between substantial, relational and processual social ontologies. The second part analyzes the various ways in which this distinction can be used in social ontological discussions. Finally, the third part focuses on the various possible social ontological approaches to the issue of social transformation.

scholarly journals TEORI KRITIS DAN RELEVANSINYA UNTUK PENGKAJIAN TERHADAP REALITAS SOSIAL BANGSA INDONESIA

2015 ◽  
Vol 14 (1) ◽  
pp. 159
Author(s):  
Sermada Kelen Donatus
Keyword(s):  
Critical Theory ◽  
Social Theory ◽  
Karl Marx ◽  
Frankfurt School ◽  
Herbert Marcuse ◽  
Contemporary Society ◽  
Capitalist System ◽  
Max Horkheimer ◽  
Theodor Adorno ◽  
Systemic Corruption

This essay elaborates the Critical Theory proposed by a group of German intellectuals who revived the anti-capitalist social theory of Karl Marx. They belong to what is called the “Frankfurt-School” which emphasises the contextualisation of Marx’ theory. Critical Theory emerged as a response to anti-socialist dominance in contemporary society. This essay takes up some of the ideas of Frankfurt-School members Max Horkheimer, Theodor Adorno, Herbert Marcuse and Jürgen Habermas. Critical Theory can impact greatly on how we read present-day Indonesian society which is being destroyed by the global capitalist-system which in turn is producing social diseases like systemic corruption. Keywords: Teori Kritis, sekolah Frankfurt, Karl Marx, Horkhmeimer, Adorno, Marcuse, Habermas, relevansi teori kritis, realitas sosial Indonesia.

scholarly journals PENDIDIKAN DALAM PERSPEKTIF KRITIS-EMANSIPATORIS (Telaah terhadap Kurikulum dan Metode Pembelajaran)

10.54090/mu.8 ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 93-111
Author(s):  
Yumidiana Tya Nugraheni ◽  
Agus Firmansyah
Keyword(s):  
Critical Theory ◽  
Social Problems ◽  
Action Theory ◽  
Communicative Action ◽  
Frankfurt School ◽  
The Other ◽  
Modern World ◽  
The World ◽  
Modern Era ◽  
Modern Thinking

The modern era is a time of development of the positivism philosophy. Modern world life is based on the paradigm of positivism thinking. The paradigm of positivism thinking believes that all science is mathematical which is characterized by objective, measurable, scientific, rational and universal thinking patterns. These four ways of thinking have brought modern civilization to the triumph of science. On the other side, a civilization based on the modern paradigm experiences various kinds of humanitarian problems. The paradigm of modern thinking is not suitable when it is associated with social problems including the education. Jurgen habermas, a Frankfurt school figure, offers solutions to overcome social problems that cannot be overcome by modern paradigms. Habermas developed a critical theory that had been put forward by the previous generation of Frankfrut figures. The theory he offered was a critical theory of emancipation and a theory of communicative action. Emancipatory critical theory and communicative action theory are able to answer problems in the world of education that cannot be answered by the positivistic thinking paradigm.

A feeling for things: objects, affects, mimesis

2017 ◽  
Author(s):  
Simon Mussell
Keyword(s):  
Critical Theory ◽  
Film Theory ◽  
Object Oriented ◽  
Frankfurt School ◽  
The Other ◽  
Speculative Realism ◽  
The World ◽  
Object Oriented Ontology ◽  
Crucial Part

Chapter 3 looks at how an affective politics underpins critical theory’s engagement with the world of objects. The chapter begins by outlining the recent upsurge in theoretical writing on objects/things, especially within the much-hyped field of ‘object-oriented ontology’ or ‘speculative realism’. After drawing attention to the major social and political deficiencies of these contemporary approaches to objects, the chapter offers an account of early critical theory that draws out a more philosophically viable and socio-politically engaged orientation toward the object world. To make the case, the author recovers elements of Siegfried Kracauer’s materialist film theory, before exploring two complementary concepts from Adorno’s work, namely, the preponderance of the object, and mimesis. Offering a staunch critique of Habermas’s rejection of mimesis, the chapter considers critical theory’s emphasis on a political and affective aesthetics as playing a crucial part in how one conceptualizes and experiences objects. As a result, a key distinction is drawn between today’s avowedly post-critical, non-humanist ontologists on one side, and the critical proto-humanism that motivates the early Frankfurt School on the other.

Archives of Critical Theory

2012 ◽  
Author(s):  
Andrew N. Rubin
Keyword(s):  
Critical Theory ◽  
Social Research ◽  
Frankfurt School ◽  
Postwar Germany ◽  
Theodor Adorno ◽  
Partial Representation ◽  
Institutional Challenges

This chapter turns to Institute for Social Research (or Frankfurt School) member Theodor Adorno as the partial representation of the experience of exile in terms of the ideology of positivism, which had damaged the very category of experience in general. Positivism and empiricism had reduced reality to a prosaic and administered calculus, the effect of which was embodied in the position of the exile when confronted with modernity. Moreover, as Adorno writes, “It is unmistakably clear to the intellectual from abroad that he will have to eradicate himself as an autonomous being if he hopes to achieve anything.” In postwar Germany, his critique of positivism would face new, mostly institutional challenges.

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