In his book, The Frankfurt School and the Dialectics of Religion: Translating Critical Faith into Critical Theory, Dustin J. Byrd argues that at the core of the Frankfurt School's Critical Theory is a secularized theology. Unlike their predecessors, especially Feuerbach, Marx, Lenin, Freud, and Nietzsche, who argued for an abstract negation of religion, the first generation of Critical Theorists followed Hegel's logic and attempted to rescue and preserve the revolutionary, emancipatory, and liberational aspects of religion in (...) their secular non-conformist philosophy. They saw in both Judaism and Christianity certain conceptual and semantic elements that could be enlisted into their struggle for a future reconciled society, one beyond the slaughterbench of history. In order to rescue religion, theological concepts had to go through the process of determinate negation, wherein such materials migrate from the depth of the religious mythos into publicly accessible reasoning, thus making the revolutionary impulse of prophetic religion accessible to the secular world. Byrd also argues that this determinate negation of religion remains relevant to today's post-secular societies, especially in regard to religious Muslims attempting to find their place in Western countries, which are often hostile to religion and religiosity. Examining the strengths and weaknesses of Habermas' famous "translation proviso," he argues that both religious and secular citizens of the West can learn from the Frankfurt School's dialectical approach to religion in order to find a space wherein both religious faith and secular reason can not only co-exist, but also join together in the process of creating a more reconciled future society. (shrink)

The Institute for Social Research, or Frankfurt School, is an interdisciplinary research center associated with the University of Frankfurt in Germany and responsible for the founding and various trajectories of Critical Theory in the contemporary humanities and social sciences. Three generations of critical theorists have emerged from the Institute. The first generation was most prominently represented in the twentieth century by Max Horkheimer, Herbert Marcuse, Theodor W. Adorno, Walter Benjamin, Leo Löwenthal, and also for some time Erich (...) Fromm. The so-called ‘second generation’ of the Institute is centrally represented by Jürgen Habermas, whose work has functioned as the focal point of a wide range of critical theorists. The third generation of the Frankfurt School is represented by Axel Honneth who emerged as a new center, with different strands or readings of who else belongs to the third generation, some in Germany, some internationally, and some more in sociology and social and political theory than philosophy. (shrink)

The history of the Frankfurt School cannot be fully told without examining the relationships of Critical Theorists to their Jewish family backgrounds. Jewish matters had significant effects on key figures in the Frankfurt School, including Max Horkheimer, Theodor W. Adorno, Erich Fromm, Leo Lowenthal and Herbert Marcuse. At some points, their Jewish family backgrounds clarify their life paths; at others, these backgrounds help to explain why the leaders of the School stressed the significance of antisemitism. (...) In the post-Second World War era, the differing relationships of Critical Theorists to their Jewish origins illuminate their distinctive stances toward Israel. This book investigates how the Jewish backgrounds of major Critical Theorists, and the ways in which they related to their origins, impacted upon their work, the history of the Frankfurt School, and differences that emerged among them over time. (shrink)

"This collection of original essays discusses the relationship between Hegel and the Frankfurt School tradition of critical theory. The book's aim is to take stock of the complicated dialogue with Hegel in the critical theory tradition, especially as reflected in the work of Adorno, Horkheimer, Lukács, Marcuse, Habermas, and Honneth. The book is divided into the four sections. The first focuses on Adorno's Negative Dialectics, historically considered the most contentious reception of Hegel by the Frankfurt School. (...) The two essays here investigate Hegel and Adorno on modernity, as well as Hegelian and Critical Theoretic approaches to dialectics. The second section explores Ethical Life and Intersubjectivity, two common threads that run through the work of Hegel, Habermas, and Honneth. Part III delves into the principal social projects that bring the Frankfurt School into complicated dialogue with Hegel: emancipation and rationality. Finally, the last group of essays considers Hegel in relation to Critical Political Theory and presents a critical genealogy of economic institutions"--. (shrink)

In "The Frankfurt School on Religion," Eduardo Mendieta has brought together a collection of readings and essays revealing both the deep connections that the Frankfurt School has always maintained with religion as well as the significant contribution that its work has to offer. Rather than being unanimously antagonistic towards religion as has been the received wisdom, this collection shows the great diversity of responses that individual thinkers of the school developed and the seriousness and sophistication (...) with which they engaged the core religious issues and major religious traditions. Through a careful selection of writings from eleven prominent theorists, including several new and previously untranslated pieces from Leo Lowenthal, Max Horkheimer, Herbert Marcuse, and Jurgen Habermas, this volume provides much needed sources for religious leaders, philosophers, and social theorists as they grapple with the nature and functions of religion in the contemporary social, political, and economic landscape. "The Frankfurt School on Religion" recovers the religious dimensions of the Frankfurt School, for too long sidelined or ignored, and offers new perspectives and insights necessary to the development of a fuller and more nuanced critical theory of society. Selections and essays from: Ernst Bloch, Erich Fromm, Leo Lowenthal, Herbert Marcuse, Theodor W. Adorno, Max Horkheimer, Walter Benjamin, Johann Baptist Metz, Jurgen Habermas, Helmut Peukert, Edmund Arens. (shrink)

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, 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. (shrink)

The Institute of Social Research, from which the Frankfurt School developed, was founded in the early years of the Weimar Republic. It survived the Nazi era in exile, to become an important centre of social theory in the postwar era. Early members of the school, such as Adorno, Horkheimer and Marcuse, developed a form of Marxist theory known as Critical Theory, which became influential in the study of class, politics, culture and ideology. The work of more recent (...) members, and in particular Habermas, has received wide attention throughout Europe and North America. Tom Bottomore's study takes a new and controversial look at the contributions of the Frankfurt School to modern sociology, examining several issues not previously discussed elsewhere. He discusses the neglect of history and political economy by the critical theorists, and considers the relationship of the later Frankfurt School to the radical movements of the 1960s and the present time. His critical analysis makes the school's writers accessible, through an assessment of their work and an exploration of the relationship of Critical Theory to other forms of sociological thought, especially positivism and structuralism. (shrink)

The Institute of Social Research, from which the Frankfurt School developed, was founded in the early years of the Weimar Republic. It survived the Nazi era in exile, to become an important centre of social theory in the postwar era. Early members of the school, such as Adorno, Horkheimer and Marcuse, developed a form of Marxist theory known as Critical Theory, which became influential in the study of class, politics, culture and ideology. The work of more recent (...) members, and in particular Habermas, has received wide attention throughout Europe and North America. Tom Bottomore's study takes a new and controversial look at the contributions of the Frankfurt School to modern sociology, examining several issues not previously discussed elsewhere. He discusses the neglect of history and political economy by the critical theorists, and considers the relationship of the later Frankfurt School to the radical movements of the 1960s and the present time. His critical analysis makes the school's writers accessible, through an assessment of their work and an exploration of the relationship of Critical Theory to other forms of sociological thought, especially positivism and structuralism. (shrink)

The book is based on documentary and biographical materials that have only recently become available.

Since 1980s, the Frankfurt School's critique of Culture Industry has provided powerful ammunitions for Chinese intellectuals to reject rising consumer popular culture. In recent years, Chinese academics began to study the Frankfurt School's critique of capitalist modernity from more theoretical perspectives, attempting to set Chinese problems of modernity and its legitimacy against the Frankfurt School's theorization. However, Chinese intellectuals’ diverse responses to the Frankfurt School have largely remained at the level of academic (...) inquiries rather than seriously engaging in practically seeking alternatives. This study will consider issues of critique of and alternatives to capitalist modernity that modern Marxists or post-Marxists, be they Frankfurt School philosophers, the Chinese Marxists or the latter-day Chinese “new left,” all wish to seek out. (shrink)

This paper examines the often overlooked parallels between the critical theory of the German Frankfurt School and Science and Technology Studies in Britain, as an attempt to articulate a critique of science as a social phenomenon. The cultural aspect of the German and British arguments is in focus, especially the role attributed to the humanities in balancing cultural and techno-scientific values in society. Here, we draw parallels between the German argument and the Two Cultures debate in Britain. The (...) third and final purpose of the paper is to explain why these efforts in support of the humanities would in the end prove fruitless, even somewhat self-defeating. The key factor is the instrumentalist analysis of science adopted in both arguments, which played into the hands of the emergent “entrepreneurial university” with its strengthened emphasis upon the economico-technological aspect of science and consequent neglect of the humanities. (shrink)

Since World War II social theory has generated two major critical analyses of science as a social phenomenon: that of the Frankfurt School, and of Science and Technology Studies. These academic efforts grew out of a broader movement in Western societies in the decades following the war to reach a better accommodation between science and society, motivated by deep-seated popular anxieties about the challenges posed by the advance of science and technology. In this paper, I first examine the (...) overlooked parallels between these two academic efforts, and go on to explain why they would in the end prove fruitless, indeed somewhat self-defeating. The explanation points to the instrumentalist and constructivist conception of science shared by the two schools which would eventually play into the hands of the “entrepreneurial university” and the commodification of science. (shrink)

Thomas Wheatland examines the influence of the Frankfurt School, or Horkheimer Circle, and how they influenced American social thought and postwar German sociology.

In a recent article, Fabian Freyenhagen argues that we should understand first-generation Frankfurt School critical theory (in particular, the work of Adorno and Horkheimer) as being defined by a kind of ‘linguistic turn’ analogous to one present in the later Wittgenstein. Here, I elaborate on this hypothesis – initially by calling it into question, by detailing Herbert Marcuse’s extensive criticisms of Wittgenstein (and other analytic philosophers of language) in One-Dimensional Man. While Marcuse is harshly critical of analytic ordinary (...) language philosophy, he is much more sympathetic to a different sort of ordinary language philosophy, which he unpacks with reference to Karl Kraus. I show how, by getting Marcuse’s criticisms of Wittgenstein and other analytic philosophers, and lauding of Kraus, into view, we can better understand the first generation of the Frankfurt School as having practised a sort of ‘non-quietistic’ philosophical therapy (that may or may not have been the sort of thing that Wittgenstein himself had in mind). (shrink)

This is the definitive study of the history and accomplishments of the Frankfurt School. It offers elegantly written portraits of the major figures in the school's history as well as overviews of the various positions and directions they developed from the founding years just after World War I until the death of Theodor Adorno in 1969.The book is based on documentary and biographical materials that have only recently become available. As the narrative follows the Institute for Social (...) Research from Frankfurt am Main to Geneva, New York, and Los Angeles, and then back to Frankfurt, Wiggershaus continually ties the evolution of the school to the changing intellectual and political contexts in which it operated. He also interweaves these accounts with incisive summaries of substantive works by Horkheimer, Adorno, Benjamin, Fromm, Kirchheimer, Lowenthal, Marcuse, Neumann, Pollock, and Habermas.The book is self-contained and can serve as a general introduction to critical theory, but it also has a wealth of new material to offer those who are familiar with this tradition but would like to learn more about its history and context.Studies in Contemporary German Social Thought. (shrink)

The ideas and conceptions of the Frankfurt philosophical-sociological school, above all the "critical theory of society," the principles of "negative dialectics" and the "great refusal," the utopia of "pacified existence," occupy an important place in the contemporary ideological struggle between the world systems of socialism and capitalism, and comprise a significant ideological and theoretical arsenal of bourgeois ideology and revisionism. And this is not accidental. The "critical theory of society" formulated and argued for by T. Adorno, M. Horkheimer, (...) H. Marcuse, J. Habermas, and others, which proclaims a protest against any social status quo, is used for the critique both of capitalism and actually existing socialism. At the same time it is also interpreted as an imaginary alternative to Marxism, and from, moreover, both right and "left" positions. Therefore the social theory of the Frankfurt school impacts upon the most diverse currents—from bourgeois social thought to the right and "left" varieties of revisionism. The complex evolution made by the representatives of this school in the last half-century contributed to this wide dissemination of the ideas of the Frankfurt school. Theoretical arguments are found in it both by those whose ideology, being directed to the progressive forces, is developed in the direction of Marxism, and by those who fled the soil of Marxism and are hostile to it. (shrink)

The “Frankfurt School” refers to a group of German-American theorists who developed powerful analyses of the changes in Western capitalist societies that occurred since the classical theory of Marx. Working at the Institut fur Sozialforschung in Frankfurt, Germany in the late 1920s and early 1930s, theorists such as Max Horkheimer, T.W. Adorno, Herbert Marcuse, Leo Lowenthal, and Erich Fromm produced some of the first accounts within critical social theory of the importance of mass culture and communication in (...) social reproduction and domination. The Frankfurt School also generated one of the first models of a critical cultural studies that analyzes the processes of cultural production and political economy, the politics of cultural texts, and audience reception and use of cultural artifacts (Kellner 1989 and 1995). (shrink)

The Frankfurt School attacked Veblen ’ s claims regarding machine-induced rationality in industrial societ y. Their criticisms stemmed in part from the fact that Veblen failed to present his ideas systematically in a formal treatise on either economics or sociolog y, and because he did not use concepts or jargon familiar to the critical theorists. This article thus aims at: (1) demonstrating through textual exegesis the meaning of social rationality in the corpus of Veblen ’ s writing, especiall (...) y The Theory of Business Enterprise (1904); (2) elucidating the problems that arose in the Frankfurt School ’ s critique of Veblen because he used nomenclature and conceptualizations unfamiliar to Herbert Marcuse, Theodor Adorno and Max Horkheimer; (3) reiterating Veblen ’ s thesis on the impact of ‘transfer effects’ on workers interacting with the machine process; and (4) outlining the failure of the Frankfurt School adequately to examine his claims in the American political environment in which they were made. (shrink)

This volume examines the ways in which the authors of the early Frankfurt School criticized, adopted and modified traditional forms of religious thought and practice. Focusing on the works of Theodor W. Adorno, Walter Benjamin, Erich Fromm, Max Horkheimer, Otto Kirchheimer and Franz Neumann, it analyzes the relevance of religious traditions and of the Enlightenment critique of religion for modern conceptions of emancipatory thought, art, law, and politics.

The aim of this study is to discern intersections between the intellectual path of the young Habermas and the issues addressed by the Positivismusstreit, the dispute between Popper and Adorno about methodology in the social sciences. I will present two perspectives, focusing on different temporal moments and interpretative problems. First, I will investigate the young Habermas’ relationship to the intellectual tradition of the Frankfurt School: his views on philosophy and the social sciences, normative bases of critical theory and (...) political attitudes. Second, I will reconstruct Habermas’ contemplation of the Positivismusstreit, in light of his social scientific research programme in the 1960s. The thesis supported is that Habermas developed a position diverging from those of Adorno and Horkheimer, and that his position reasserted the agenda of the ‘first critical theory’. This article highlight the discontinuity between the first and the second generation of the Frankfurt School, the constructive openness to other philosophical and sociological traditions, as well as the aporias of a theory of knowledge not yet oriented towards the programme of reconstructive sciences. (shrink)

This volume examines works of the early Frankfurt School that are concerned with gender identities, institutions, and ideologies, as well as the ongoing relevance of early Frankfurt School ideas for contemporary feminist analyses of gender, sex, and sexuality.

This set of six volumes provide a full picture of the School by examining the important developments that have occured since the deaths of the original core of Frankfurt scholars. In particular the work of Jurgen Habermas is fully assessed.

Unlike the first generation of critical theorists, contemporary critical theory has largely ignored technology. This is to the detriment of a critical theory of society – technology is now a central feature of our daily lives and integral to the contemporary form of capitalism. Rather than seek to rescue the first generation’s substantive theory of technology, which has been partly outmoded by historical developments, the approach adopted in this article is to engage with today’s technology through the conceptual apparatus offered (...) by the early Frankfurt School. This rationale is guided by the conviction that the core ideas of critical theory still offer a sound basis for assessing the nature of technology today. Through a reconstruction and engagement with some of the core concepts of first-generation critical theory, as well as the work of Bernard Stiegler and Andrew Feenberg, we can arrive at a more robust theory of technology, capable of critically interrogating the role of technology in contemporary society. (shrink)

For some decades now, British cultural studies has tended to either disregard or caricature in a hostile manner the critique of mass culture developed by the Frankfurt school. [1] The Frankfurt school has been repeatedly stigmatized as elitist and reductionist, or simply ignored in discussion of the methods and enterprise of cultural studies. This is an unfortunate oversight as I will argue that despite some significant differences in method and approach, there are also many shared positions (...) that make dialogue between the traditions productive. Likewise, articulation of the differences and divergences of the two traditions could be fruitful since, as I will argue, both traditions to some extent overcome the weaknesses and limitations of the other. Consequently, articulation of their positions could produce new perspectives that might contribute to developing a more robust cultural studies. Thus, I will argue that rather than being antithetical, the Frankfurt school and British cultural studies approaches complement each other and can be articulated in new configurations. (shrink)

Subject & Object is a thematic collection of classic works by Max Horkheimer, Theodor Adorno, and Herbert Marcuse, designed to foreground the authors' philosophical concerns, especially in the areas of epistemology, ontology, and method. The volume, which includes lucid introductions to all of the selections, illustrates Frankfurt School approaches to questions such as the nature of reason; the limits of empiricism, pragmatism and Kantian transcendental idealism; the case for materialism; the difficulty of thinking counterfactually; and the ideological character (...) of mainstream social science. Many of the pieces in the volume are otherwise out of print. Subject & Object will be a resource for social, political, and cultural theorists who may be less familiar with the philosophical aspects of the Frankfurt School, for analytic philosophers who may not have had previous exposure to their work at all, and for anyone wanting access to these seminal texts. (shrink)

The work of the Hungarian Marxist Georg Lukács is a constant source of controversy in the history of the Frankfurt School. All leading thinkers of that theoretical tradition have struggled with Lukács’s theory. On the one hand, it was an inspiration for their attempts to come to terms with the oppressive features of capitalist modernity. On the other hand, both its political conclusions and Lukács’s actual philosophical submission to Soviet orthodoxy seemed to show that his theoretical framework was (...) deeply flawed in one aspect or another. (shrink)

In her latest book, The End of Progress, Amy Allen embarks on an ambitious and much-needed project: to decolonize contemporary Frankfurt School Critical Theory. As with all of her books, this is an exceptionally well-written and well-argued book. Allen strives to avoid making assertions without backing them up via close and careful textual reading of the thinkers she engages in her book. In this article, I will state why this book makes a central contribution to contemporary critical theory (...) (in the broader sense), after which I pose a few questions. These questions are not meant to prove that there are any serious problems with her argumentation. Instead, they are meant in the spirit of dialogue and allow her to elaborate her work for her audience. (shrink)

The following introduction has two parts: the first part provides a sketch of the Frankfurt School’s history, highlighting the circumstances under which the authors discussed in this issue engaged philosophically with matters of economy. We thereby follow the prevailing periodization, starting with the school’s foundation in 1924 and ending with Theodor W. Adorno’s death in 1969 and the school’s preliminary dissolution. The second part of the introduction explores the legacy of the Frankfurt School’s philosophical (...) critique of economy. Max Horkheimer’s writings thereby serve as a model case for such a critique and become the point of departure for the discussion of contemporary critical theories of the economic. (shrink)

Wheatland intends in this work to demythologize the "Frankfurt school" and answer a lacuna by providing a detailed social history of its American exile and reception. He undertakes the first task by distinguishing the "Horkheimer circle" from later portrayals of the continuity and homogeneity of their thought, the mystique of theorizing in the "splendid isolation" of alienated exile, and their significance for the radical politics of the 1960s. Although it is doubtful that many philosophers and theorists believe these (...) myths, and the book can be unsatisfying due to its overly generalizing and partial treatment of philosophical positions and arguments, it is helpful to understanding the Frankfurt exiles' social contexts and the impact of their connections with colleagues, critics, and interpreters in American academic, Jewish, and leftist circles.Part 1 portrays the complicated efforts to re-establish the Institute for Social Research in New York and Columbia University's interest in Horkheimer and his associates. Since they offered expertise in and a model for interdisciplinary empirical research integrating sociology, psychology, and theory, they were a solution to the decline of Columbia's sociology program, which was interested in expanding empirical social research in a situation of intense competition for funding. While fears of their Marxist connections persisted, the exiles' ever. (shrink)

This collection of original essays discusses the relationship between Hegel and the Frankfurt School tradition of critical theory. The book's aim is to take stock of the complicated dialogue with Hegel in the critical theory tradition, especially as reflected in the work of Adorno, Horkheimer, Lukács, Marcuse, Habermas, and Honneth. The book is divided into the four sections. The first focuses on Adorno's Negative Dialectics, historically considered the most contentious reception of Hegel by the Frankfurt School. (...) The two essays here investigate Hegel and Adorno on modernity, as well as Hegelian and Critical Theoretic approaches to dialectics. The second section explores Ethical Life and Intersubjectivity, two common threads that run through the work of Hegel, Habermas, and Honneth. Part III delves into the principal social projects that bring the Frankfurt School into complicated dialogue with Hegel: emancipation and rationality. Finally, the last group of essays considers Hegel in relation to Critical Political Theory and presents a critical genealogy of economic institutions. (shrink)

Plekhanov and the tragedy of the Second International -- Marxism, history & socialist consciousness -- The political and intellectual odyssey of Alex Steiner -- The theoretical and historical origins of the pseudo-left -- The science of political perspective -- It was all Engels' fault: a review of Tom Rockmore's Marx after Marxism.

This book provides an intellectual biography of Max Horkheimer during the early and middle phases of his life and analyzes his model of early Critical Theory.

In this article, I make the case that the reception of Foucault's political thought by different authors linked to the Frankfurt School tradition (J. Habermas, N. Fraser, A. Honneth, A. Allen and M. Saar) allows us to discern a series of transformations within the tradition itself. In general terms, it is argued that the fundamental change concerns the gradual abandonment of the problem of social rationalization in favor of a perspective focused on the question of processes of subjectivation, (...) a change that calls into question the very meaning of the tradition. (shrink)

During the 1930s, while both movements were fleeing from persecution by the Nazis, the Vienna Circle and the Frankfurt School planned to collaborate. The plan failed, and in its stead Horkheimer published a critique of the Vienna Circle in “The Latest Attack on Metaphysics” (written in collaboration with Adorno, though he is not credited as an author). This paper will analyse Horkheimer’s (and Adorno’s) article, and the ensuing dialogue with Neurath. The Frankfurt School’s critical stance towards (...) the Vienna Circle can be traced back to Adorno’s earlier objections to the ‘positivist’ myth of the given. In response to Carnap’s attack on Heidegger, Horkheimer (and Adorno) criticized both metaphysics and its ‘scientistic’ overcoming. Their critique employs a number of overgeneralisations about ‘logical positivism’. Neurath’s unpublished reply proposes corrections to the Frankfurt School’s portrayal of ‘positivism’, pointing towards a partly conciliatory direction within the framework of Unified Science. The attempted collaboration between the Vienna Circle and the Frankfurt School ended when Horkheimer refused to publish Neurath's reply to his article in the Zeitschrift für Sozialforschung. Horkheimer subsequently made anti-positivism a central concern for critical theory, setting the tone of subsequent polemics in the Positivismusstreit of the 1960s. (shrink)

The essay focuses on the impact of Marcuse’s Eros and Civilization in Germany in 1968. First, the essay discusses how Freud’s theory was used in the late twenties at the Institute for Social Research in Frankfurt. Then, it focuses on how certain of Adorno and Horkheimer’s ideas were developed in Eros and Civilization . Finally, it shows how Marcuse’s work became relevant for the intellectual development of the student movement in Germany.

Introduction to the new edition -- The philosophy of praxis -- The demands of reason -- Metacritique of the concept of nature -- Reification and rationality -- The realization of philosophy -- The controversy over subject-object identity -- From Lukács to the Frankfurt School -- The last philosophy of praxis -- Philosophy of praxis: summary and significance -- Appendix: the unity of theory and practice.

The term narcissism is normally used to describe an infatuation with the self so extreme that the interests of others are ignored. However, argues C. Fred Alford, psychoanalytic theory also implies that narcissism can be construed in a positive way, as a striving for perfection wholeness, and control over self and world. In this book, Alford applies the psychoanalytic theory of narcissism to the philosophies of Socrates and Frankfurt School members Max Horkheimer, Theodor Adorno, Herbert Marcuse, and Jurgen (...) Habermas, contending that it can illuminate basic philosophical issues such as the nature of the ideal society, the integrity of the self, and the role of reason in human affairs. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 37.1 (2004) 92-95 [Access article in PDF] Rethinking the Frankfurt School: Alternative Legacies of Cultural Critique. Ed. Jeffrey T. Nealon and Caren Irr. Albany: SUNY Press, 2002. Pp. 227. $23.95, paperback. Not long ago at a gathering of arts and humanities scholars, I found myself introduced to a group of people as someone interested in the work of Theodor Adorno, whose name led one (...) member of the group to groan, "Not that old chestnut!" Such has been an ambient attitude in cultural studies toward not just the work of Adorno but many of the scholars who came to be known collectively in the 1960s as the Frankfurt School, thanks to their affiliation with the Institute for Social Research at the University of Frankfurt. Rethinking the Frankfurt School, a deceptively slim volume that manages to cover a lot of ground in a dozen densely packed essays edited by Jeffrey T. Nealon and Caren Irr, counters the conventional cultural studies wisdom regarding the Frankfurt School, debunking along the way not just the facile dismissal of some of the school's members for their "mandarin elitism," but also the notion that the scholars who arguably pioneered the critical study of mass culture have lost their relevance for cultural studies.The association of the Frankfurt School with a cranky and outdated variant of bourgeois proto-Marxism—what Lukacs once dismissed as self-indulgent despair cultivated in the comfort of "the Grand Hotel Abyss"—was at least in part a legacy of the rediscovered cultural and political optimism of the late 1960s. This optimism came to characterize those strands of cultural studies that countered the gloomy assessments of the Frankfurt School with the potential of what the collection's editors disparagingly describe as "subversive consumption." From the perspective of the new millennium it's no longer the Frankfurt scholars who look misguided. In a turning of the tables, the outdated figure of this volume is not Adorno, the pointy-headed pessimist, but rather those who helped dismiss him as such. In particular, Simon During, who edited the 1993 version of the cultural studies canon, The Cultural Studies Reader, comes in for a double dose of implicit criticism (thanks in part to what seems to be an editing oversight) for his critique of Horkheimer and Adorno's failure to take into account [End Page 92] the "opportunities for all kinds of individual collective creativity and decoding" provided by the culture industries (3, 62). If, as During suggested, the 1960s represented a time in which the mass media had become more variegated and presumably more flexible and porous than in the period treated by Horkheimer and Adorno, this collection suggests the renewed relevance of the Frankfurt School might in part be explained by the "unprecedented consolidation within the multinational 'infotainment' industry" during the 1990s (5). The triumphal resuscitation and consolidation of monopoly capitalism triggers, on this account, the rehabilitation of its most scathing critics.The more compelling argument advanced in this volume, however, is that the ostensibly outdated character of much of the work of the Frankfurt School was as much a result of superficial and dismissive readings as of changing historical conditions. As contributor Evan Watkins suggests in his discussion of Adorno, the dominant tendency in culture studies has been to contradict disparaging claims about mass culture (claims which earned Adorno and Horkheimer the sticky moniker of elitists) rather than to take seriously an approach that explored the intricate connections between mass culture and the social relations of production and consumption. Only in the abstract can the consumption of ostensibly counter-hegemonic texts be figured as subversive politics, especially during a time when "The Times They Are A-Changin' " can become a jingle for a bank commercial.Against the theoretical backdrop of the Frankfurt School, the very attempt to isolate culture as a sphere of resistance unto itself becomes a symptom of reification. As Imre Szeman puts it, perhaps the most important lesson of the Frankfurt School for cultural studies "can be summarized by a negative maxim: don't fetishize culture" (74... (shrink)

This is above all a documentary book, written in monumental proportions. Not only the "history," but also the "theories" and the "political significance" of the Frankfurt School are discussed here in a narrative style and in constant reference to the biographical and, more generally, the social, political, and ideological-intellectual contexts. The author's sources are not only theoretical publications but also interviews with members of the Institute for Social Research, archive material, and published and unpublished correspondence. The work thus (...) touches upon such disparate topics as the Weimar Republic, the German Jewish emigres, the Third Reich, the student movement of the 1960's, the "positivist dispute", as well as "Western marxism" and psychoanalysis, to name some of the most important themes. In this sense, Wiggershaus's work expands the scope and deepens the contents of Martin Jay's The Dialectical Imagination. A History of the Frankfurt School and the Institute of Social Research, 1923-1950. Among other things, Wiggershaus follows the history of the "school" up to Adorno's death in 1969, and thus includes Habermas in his historiographical narrative; in other words, he relates the career of both the Old and the New Generations of the Frankfurt School. (shrink)

'Original and provocative . . . engagingly written. (C Fred Alford) counters Levinas's notorious obscurity with a goodly dose of transparency' - John Lechte, Macquarrie University Abstract and evocative, writing in what can only be ...