This article is based on Adorno’s reflections on a new idea of philosophy developed in Negative Dialectics, specifically in the section “Meditations on Metaphysics”. In this passage, the author develops a critique of the categories of traditional metaphysics that serve as the basis for the philosophical proposal of the Enlightenment, both in Kant and Hegel. Adorno considers that philosophy has been an accomplice of barbarism in history. In this way, Auschwitz as a new category of analysis and metaphorical expression of (...) irrationality and barbarism that destroys the human and the natural environment, allows the exercise of reflection. For this reason, for Adorno it is urgent to rethink philosophy after Auschwitz to prevent new forms of terror from repeating themselves. A new idea of metaphysics with a horizon of understanding,intervention, transformation and resignification is put forward. In short, a negative metaphysics that is directed towards what has been discarded by the traditional rationality. (shrink)

Rad nastoji integrirati zapažanja Theodora W. Adorna o odgoju i obrazovanju, koja su rasuta gotovo po čitavome njegovom opusu. Namjera međutim nije doktrinarna: izdala bi se lojalnost autoru i podbacilo ispod njegove kritike kada bi takva integracija nastojala rekonstruirati neku neokupljenu ili neizrečenu Adornovu »prosvjetnu doktrinu«. Kod zakletog antisistematičara ni vizije prosvjetne teorije i prakse ne smiju prerasti u sistem. Riječ je prije o stavu ili držanju koje insistira na pokušaju da se antinomija obrazovanja – neslobodnim sredstvima do cilja slobode, (...) manipulacijom do nemogućnosti da se bude izmanipuliran – unese u školske, i ne samo školske, zadatke, kao cilj koji će onemogućiti ponavljanje Auschwitza, omogućiti autonomiju i osposobiti za autorefleksiju. The paper seeks to integrate Theodor W. Adorno’s observations about upbringing and education, scattered throughout his almost entire opus. The intention, however, is not doctrinal: loyalty to the author would be betrayed and it would fall short of his criticism if such integration would sought to reconstruct some uncollected or unspoken Adorno’s “educational doctrine”. With a sworn antisystematist, even visions of educational theory and practice must not grow into a system. It is rather about an attitude that insists on trying to bring the antinomy of education – by non-free means to the goal of freedom, by manipulation to the point of impossibility to be manipulated – into school and not only school tasks, as a goal that will prevent Auschwitz’s repetition, enable autonomy and empower for self-reflection. (shrink)