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Habermas and modernity

Cambridge: MIT Press (1985)

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  1. Hegel and the dialectic of enlightenment : the recognition of education in civil society.Nigel Tubbs - unknown
    This thesis develops an Hegelian philosophy of education by presenting the concept as the comprehension of the dialectic of enlightenment. It begins by examining recent critical theory of education which has employed Habermas's idea of communicative action in order to reassess the relationship between education and political critique. It goes on to expose the flaws in this approach by uncovering its uncritical use of critique as the method of enlightenment. Enlightenment as overcoming presupposes enlightenment as absolute education. The philosophical issues (...)
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  • Habermas: A critical approach.Jeremy Shearmur - 1988 - Critical Review: A Journal of Politics and Society 2 (1):39-50.
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  • Mead, Intersubjectivity, and Education: The Early Writings. [REVIEW]Gert J. J. Biesta - 1998 - Studies in Philosophy and Education 17 (2/3):73-99.
    This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900–1925, it is shown how Mead explains the social origin of conscious reflection and self-consciousness. It (...)
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  • Modernity and social science: Habermas and Rorty.Dieter Misgeld - 1986 - Philosophy and Social Criticism 11 (4):355-372.
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  • Towards an ethical politics.Kathy Kiloh - 2017 - Philosophy and Social Criticism 43 (6):571-598.
    Jürgen Habermas’ characterization of Adorno’s project as an aestheticization of philosophy continues to influence our reading of his work. In contradiction to Lambert Zuidervaart, who suggests that in order to be understood as politically relevant, Adorno’s philosophy must be supplemented with empirical research, I argue in this article that Adorno’s work contains many of the resources we would need to theorize an ethical politics. First, it both identifies the moral debt carried by the subject and addresses the need for social (...)
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  • Postmodern Sophistications: Philosophy, Architecture, and Tradition.David Kolb - 1990 - Chicago: University of Chicago Press.
    Kolb discusses postmodern architectural styles and theories within the context of philosophical ideas about modernism and postmodernism. He focuses on what it means to dwell in a world and within a history and to act from or against a tradition.
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  • Law’s Cultural Project and the Claim to Universality or the Equivocalities of a Familiar Debate.José Manuel Aroso Linhares - 2012 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 25 (4):489-503.
    Do our present circumstances allow us to defend a specific connection (that specific connection) between «legal rules», «moral claims» and «democratic principles» which we may say is granted by an unproblematic presupposition of universality or by an «acultural» experience of modernity? In order to discuss this question, this paper invokes the challenge-visée of a plausible reinvention of Law’s autonomous project (a reinvention which may be capable of critically re-thinking and re-experiencing Law’s constitutive cultural-civilizational originarium in a «limit-situation» such as our (...)
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  • Habermas on Understanding: Virtual Participation, Dialogue and the Universality of Truth. [REVIEW]Kyung-Man Kim - 2011 - Human Studies 34 (4):393-406.
    Although the success of Habermas’s theory of communicative action depends on his dialogical model of understanding in which a theorist is supposed to participate in the debate with the actors as a ‘virtual participant’ and seek context-transcendent truth through the exchange of speech acts, current literature on the theory of communicative action rarely touches on the difficulties it entails. In the first part of this paper, I will examine Habermas’s argument that understanding other cultural practices requires the interpreter to virtually (...)
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  • Existence and the communicatively competent self.Martin Beck Matus - 1999 - Philosophy and Social Criticism 25 (3):93-120.
    Most readers of Habermas would not classify him as an existential thinker. The view of Habermas as a philosopher in German Idealist and Critical traditions from Kant to Hegel and Marx to the Frankfurt School prevails among Continental as much as among analytic philosophers. And the mainstream Anglo-American reception of his work and politics is shaped by the approaches of formal analysis rather than those of existential and social phenomenology or even current American pragmatism. One may argue that both these (...)
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  • Remarks on the concept of critique in Habermasian thought.Simon Susen - 2010 - Journal of Global Ethics 6 (2):103-126.
    The main purpose of this paper is to examine the concept of critique in Habermasian thought. Given that the concept of critique is a central theoretical category in the work of the Frankfurt School, it comes as a surprise that little in the way of a systematic account which sheds light on the multifaceted meanings of the concept of critique in Habermas's oeuvre can be found in the literature. This paper aims to fill this gap by exploring the various meanings (...)
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  • The End of Immanent Critique?Craig Browne - 2008 - European Journal of Social Theory 11 (1):5-24.
    Immanent critique has been a defining feature of the programme of critical social theory. It is a methodology that underpins theoretical diagnoses of contemporary society, based on its linking normative and empirical modes of analysis. Immanent critique distinctively seeks to discern emancipatory or democratizing tendencies. However, the viability of immanent critique is currently in question. Habermas argued that it was necessary to revise the normative foundations of critical social theory, late-capitalist developments tended to undermine immanent critique. Although there is a (...)
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  • Bauman e Habermas su teoria e prassi. Alle origini di un confronto incompiuto.Luca Corchia - 2018 - Sicurezza E Scienze Sociali 1 (6):141-174.
    After noting the absence of a mutual confrontation, the aim of this research has been redefined in reconstructing the influence of Habermas’ writings on the work of Zygmunt Bauman – an aspect known to scholars of the Polish sociologist but not very well recognized in the international sociological community. Following a philological and critical literary approach, the Baumanian interpretations – selective, discontinuous and, often, erroneous – have been systematized into two main topics: 1) the epistemological foundations of social theory; 2) (...)
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  • Between postmodernism and anti‐modernism: The predicament of Educational Studies.Nigel Blake - 1996 - British Journal of Educational Studies 44 (1):42-65.
    The paper highlights the urgent and radical questions and problems which postmodernism poses for educational studies in general, and the philosophy of education in particular. First, it outlines and interrelates the legacies of modernism in social and cultural theory. Next, it describes the reactionary anti-modernism of the Right, and contrasts this with traditionalism. It is argued that the current political and economic context of education is largely anti-modernist, not traditionalist. The stirrings of radical doubts about modernism are described and contrasted (...)
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  • Hope and Possibility: Advancing an Argument for a Habermasian Perspective in Educational Administration.Frances K. Kochan - 2002 - Studies in Philosophy and Education 21 (2):137-155.
    The emergence of postmodernism has stimulateddiscourse on the potential for using reason tocreate a just society. The discourse hascaused confusion and dissension in the field ofeducational administration as scholars seek tofind a means to blend concepts inherent in themodern and postmodern. The works of JürgenHabermas provide a means of dealing with thisdilemma and have some specific applications tothe practice of educational administration.
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  • The Relevance of Postmodernism for Social Science.John W. Murphy - 1988 - Diogenes 36 (143):93-110.
    Over the past few years postmodernism has been gaining popularity. Because the works of writers such as Jacques Derrida, Michel Foucault, Gilles Deleuze, Jacques Lacan, and Félix Guattari, for example, are now readily available to the English reader, a novel intellectual force is present that must be assessed (Hassan, 1985). Terms such as “mise en abîme”, “libido”, “schizo-analysis”, “undecidables”, and so forth must be explained and their relevance for social analysis deciphered. Furthermore, a conception of knowledge, a research methodology, and (...)
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  • Knowledge, power, and democracy: Lindblom, critical theory, and postmodernism.Rune Premfors - 1992 - Knowledge, Technology & Policy 5 (2):77-93.
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  • What is Enlightenment: Can China Answer Kant's Question?Wei Zhang - 2010 - State University of New York Press.
    A cross-cultural work which reinvigorates the consideration of enlightenment.
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  • Utopia as ‘genuine progress’.Buğra Yasin - 2018 - Thesis Eleven 144 (1):13-29.
    This paper reexamines Adorno’s conception of utopia within the context of his critique of the concept of progress. It contests the standard interpretation which conveys Adorno’s conception of utopia to be imbued with an essentially extra-historical idea of redemption. I argue, contrary to this view, that the motif of redemption surfacing in Adorno’s conception of utopia negates a specific type of historical life – life under which historical consciousness sinks into oblivion – rather than history per se. In order to (...)
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  • How is education possible? Preliminary investigations for a theory of education.Raf Vanderstraeten & Gert J. J. Biesta - 2001 - Educational Philosophy and Theory 33 (1):7–21.
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  • AI and representation: A study of a rhetorical context for legitimacy. [REVIEW]Lynette A. C. Hunter - 1993 - AI and Society 7 (3):185-207.
    Theoretical commentaries on AI often operate as a metadiscourse on the way in which science represents itself to a wider public. The sciences and humanities do the same kind of work but in different fields that encourage them to talk about their work differently: science refers to a natural world that does not talk back, and the humanities refer continually to a world with communicative people in it. This paper suggests that much AI commentary is misconceived because it models itself (...)
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  • The Pornography of Representation.Alan Soble - 1989 - Philosophy of the Social Sciences 19 (1):128-131.
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  • Foucault, critical theory and the decomposition of the historical subject.Larry Ray - 1988 - Philosophy and Social Criticism 14 (1):69-110.
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  • The relevance of Habermas' communicative turn.J. Masschelein - 1991 - Studies in Philosophy and Education 11 (2):95-111.
    This paper points out the way in which ‘educational’ and ‘communicative action’ are to be related. It is shown that earlier attempts to put Habermas’ ideas to use have led to a dead end because they do not realize clearly that the new basic notion introduced by Habermas, namely ‘communicative action’, is the expression of a ‘communicative turn’. It is argued that Habermas' concept expresses a radical new attempt to grasp the intersubjective character of social action. Next implications of this (...)
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  • Marcuse or Habermas: Two critiques of technology.Andrew Feenberg - 1996 - Inquiry: An Interdisciplinary Journal of Philosophy 39 (1):45 – 70.
    The debate between Marcuse and Habermas over technology marked a significant turning point in the history of the Frankfurt School. After the 1960s Habermas's influence grew as Marcuse's declined and Critical Theory adopted a far less Utopian stance. Recently there has been a revival of quite radical technology criticism in the environmental movement and under the influence of Foucault and constructivism. This article takes a new look at the earlier debate from the standpoint of these recent developments. While much of (...)
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  • The 'interests' of science and the problems of education.Martin Eger - 1989 - Synthese 80 (1):81 - 106.
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  • Ideal speech conditions, modern discourse and education.Nigel Blake - 1995 - Journal of Philosophy of Education 29 (3):355–367.
    Habermas's educational importance is usually misconstrued or underestimated, partly because the scope and implications of ideal speech conditions are generally misunderstood. These conditions are only relevant to discursive speech situations, but non-manipulative teaching need not be discursive. And not even discursive teaching is an appropriate occasion for ideal speech conditions. They properly apply to discourse institutions, at the ‘epistemic centre of modernity’. Thus, the concept of ideal speech conditions impinges on the relation of school to higher education and on curricular (...)
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