The SAGE Handbook of Frankfurt School Critical Theory expounds the development of critical theory from its founding thinkers to its contemporary formulations in an interdisciplinary setting. It maps the terrain of a critical social theory, expounding its distinctive character vis-a-vis alternative theoretical perspectives, exploring its theoretical foundations and developments, conceptualising its subject matters both past and present, and signalling its possible future in a time of great uncertainty. Taking a distinctively theoretical, interdisciplinary, international and contemporary perspective on the topic, this wide-ranging collection of chapters is arranged thematically over three volumes: Volume I: Key Texts and Contributions to a Critical Theory of Society Volume II: Themes Volume III: Contexts This Handbook is essential reading for scholars and students in the field, showcasing the scholarly rigor, intellectual acuteness and negative force of critical social theory, past and present.

Erziehung: The Critical Theory of Education and Counter-Education

Erziehung: The Critical Theory of Education and Counter-Education

Erziehung: The Critical Theory of Education and Counter-Education
Matthew Charles

The main texts associated with the foundation of the Frankfurt School (Adorno, 1977; Fromm, 2014: 165–201; Horkheimer, 1993; Horkheimer, 2002: 188–243; Marcuse, 2009) develop a distinction between ‘traditional’ and ‘critical’ theory via a conception of research that seeks to transform the established understanding of modern scholarly activity, the relationships between academic disciplines and their associated methodologies, and between academic knowledge and contemporary society. In this sense, critical theory originates as a critique of theory, in the sense of the activity of scholarship and research that informs and, with respect to higher education, is considered integral to, modern systems of education.

Central to Max Horkheimer’s (2002a: 190–1) ...

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