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Critical theory
About: Critical theory is a research topic. Over the lifetime, 5372 publications have been published within this topic receiving 164765 citations.
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TL;DR: Habermas was seen not only as a member of the Frankfurt School but also as a disciple of the older generation, someone who had started out from the position of Critical Theory as it was developed in the 1940s and 1950s by Horkheimer, Marcuse and Adorno.
Abstract: A well-known newspaper caricature, printed some twenty years ago, pictures the Frankfurt School as a closely knit group with Horkheimer as a large father figure watching over the other members of the school, among them Theodor W. Adorno andJiirgen Habermas. This view of the relationship between the members of the Frankfurt School was quite common in Germany at that time: Habermas was seen not only as a member uf the School but more specifically-as a disciple of the older generation, someone who had started out from the position of Critical Theory, as it was developed in the 1940s and 1950s by Horkheimer, Marcuse and Adorno. Although this interpretation cannot account for all of Habermas' early work, notably not for his Strukturwandel der Offentlichkeit (1962) (Structural Change of the Public Sphere), it was plausible enough to find wide acceptance. Yet it was no accident that Habermas' first major study, which traces the evolution of the public sphere from the 18th to the 20th century and stresses the need for an enlightened and rational reconsideration of the public sphere under advanced capitalism, never found Adorno's and Horkheimer's complete acceptance. Their own critique of the process of enlightenment differed so markedly from the position which Habermas outlined that there could be no full consensus. In a certain way, I would argue, the later differences, especially those between Adorno and Habermas, were. already foreshadowed in Strukturwandel, although Habermas, when describing the decline of the liberal public sphere under organized capitalism, made use of the critique of mass culture formulated by the older generation and certainly did not indicate that he was in disagreement with the analysis offered in Dialectic ofEnlightenment. On the whole, however, conventional wisdom, treating Habermas as ajunior member of the Frankfurt School, was justified for the 1960s when Habermas, for instance, defended the position of the Frankfurt Institute in the Positivism Dispute against Karl Popper and his allies of the Cologne School. While Adorno and Popper in their addresses to the German Soziologentag of 1961 decided to suppress rather than highlight their theoretical and methodological differences, the younger generation, represented by Habermas and Hans Albert,
137 citations
TL;DR: In this paper, a re-conceptualization of strategic practice as a process where strategists routinely draw upon four forms of knowledge, which arguably'makes up' any 'discourse'.
Abstract: This paper responds to the empirical and analytical challenge that surrounds tracing the constitution of 'power effects of corporate strategy discourse' notably documented in Knights and Morgan's seminal contribution. To meet the empirical challenge,interaction is centralized and ethnographies of strategists at-work are extended to include audiorecording their naturally occurring talk-based interactive routines over time/space. To meet the analytical challenge, the paper turns to two distinct social science traditions—Habermas' critical social theory and ethnostudies set against the stance of 'supplementation'. Habermas' schema suggests a re-conceptualization of strategic practice as a process where strategists routinely draw upon four forms of knowledge, which arguably 'makes-up' any 'Discourse'. These knowledges concern the external, social and subjective domain with the overarching knowledge being language use. Each also raises associated validity claims. While brief, the ethnomethodological perspectiv...
137 citations
137 citations
01 Jan 2000
TL;DR: The critical dimension in foreign culture education is discussed in this paper, where critical pedagogy as cultural politics and philosophical foundations for critical cultural awareness are discussed. And teachers' voices are discussed in the context of foreign language/culture classes.
Abstract: Introduction 1. Critical Pedagogy as cultural politics 2. Philosophical foundations for critical cultural awareness 3. The critical dimension in foreign culture education 4. The teachers' voices: How they view critical cultural awareness in foreign language/culture classes 5. Preparing critical citizens and educators for an intercultural world Bibliography Appendices
136 citations
TL;DR: In this paper, the authors offer institutional critique as an activist methodology for changing institutions, arguing that since institutions are rhetorical entities, rhetoric can be deployed to change them, since they can be used to counter oppressive institutional structures, and they argue that the field of rhetoric and composition has focused its attention chiefly on the composition classroom, on the department of English, and on disciplinary forms of critique.
Abstract: We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and composition has focused its attention chiefly on the composition classroom, on the department of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory.
136 citations