Beginning with the influential discussion of the dialectic of progress found in Amy Allen’s The End of Progress, this paper outlines some difficulties encountered by critical theories of normative justification drawing on the early Frankfurt School. Characterizing Adorno and Horkheimer’s critical social theory as a dialectical reflection eschewing questions of normative foundations, I relate their well-known treatment of the dialectic of enlightenment reason and myth to their critique of capitalist society as a negative totality. By exploring the concepts of historical (...) development used by Adorno and Horkheimer to describe both the progressive domination of capitalism, and the formation and cultivation of reflective consciousness, I trace the importance of progression and its inseparable relationship to regression in these early versions of critical theory. The dialectical social theory found here recognizes the persistence of social contradictions on both a methodological level and on the level of theory’s development and expression, a connection potentially obscured by a division of historical progress according to its temporal orientation. Particularly in Adorno’s later work, an opposition to the negative social totality requires notions of cultivation and learning which work against the prevailing forms of conceptual thinking, including the concern for the stability of rational foundations. (shrink)

This thesis has two principal aims: to demonstrate the centrality of memory to the philosophy and aesthetics of T. W. Adorno, and to assess its philosophical significance. Although in recent years Adorno's work has been the object of increased scrutiny within Anglo-American philosophical circles, as yet little sustained attention has been devoted to the concept of memory within Adorno's oeuvre. However, in Dialectic of Enlightenment Adorno and Horkheimer proclaimed that it is "by virtue of this memory of nature in the (...) subject" that "enlightenment is universally opposed to domination. "Given that all of Adorno's work is concerned to redeem enlightenment from domination, the importance of a philosophical interpretation of the concept of memory is pivotal for an engagement with the legacy of Adorno's thought today. It will be argued that, for Adorno, memory always operates in relation to reification. The construal of this relation enjoins the consideration of a number of significant categories within Adorno's work: notably tradition, experience, mimesis and utopia; and further, it serves to situate and distance Adorno from those thinkers - Kant, Hegel, Heidegger and Benjamin - with whom he incessantly engages. Finally, by focusing on the relation between memory and reification, one can gauge the stakes of the Habermasian critique of Adorno, for it is Adorno's understanding of reconciliation as the "remembrance of nature in the subject" that is the crux of the agon between Habermas and Adorno. I will argue that it is Habermas's failure to fully engage with the ramifications of Adorno's concept of memory that vitiates his critique, and indeed, that this failure provides the means for an Adornian critique of Haberman. It will be argued that memory is not an object of Adornian thought, but rather, that it provides the utopian texture of that thought. (shrink)

Jurgen Habermas is a second-generation social philosopher of the Frankfurt school, the birthplace of critical theory. He suggests that modernity is a project of substituting rationality for religion. In his analysis, such a succession is the result of a process of social evolution, in which each developmental stage has its basic concepts and modes of understanding subjective, objective, and social worlds. For him, the salient feature of rationality consists of differentiation between various validity claims of truth, truthfulness, and sincerity which (...) are indistinguishable in religious language. The rationalization of religion, hence, progresses in terms of a differentiation between validity claims, a decentration of human understanding, the disenchantment of the world, and the linguistification of the sacred. Habermas proposes a universal pragmatics in which two modes of language use are separated: instrumental-strategic, and communicative. He thinks that the failure of the enlightenment movement to replace religion with reason stems from its preoccupation with instrumental reason and language use, dispensing with communicative rationality; and the remedy lies in communicative rationality. (shrink)

Traducción capítulo siete del libro de Brian O’Connor Adorno, publicado por Routledge en 2013.

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 (...) raised here are then substantially examined by returning to Habermas in order to trace the presupposition of critique as method in his theorizing. It is argued that Habermas also presupposes critique as absolute enlightenment, or overcoming, in both the emancipatory knowledge-constitutive interest and in The Theory of Communicative Action, and further, that it is this presupposition which returns as the contradiction of the dialectic of enlightenment in his work. Horkheimer and Adorno's Dialectic of Enlightenment is then itself examined along with Adorno's Negative Dialectics. Here it is argued that although this work marks an educational and philosophical development over Habermas, nevertheless its authors also presuppose the identity of enlightenment, this time in the claim that the dialectic of enlightenment, and negative dialectics, are not a determinate negation. The thesis shows how Habermas and Adorno, in their respective views of the dialectic of enlightenment, repeat but do not comprehend the selfdetermination which is the actual in Hegelian philosophy. The final chapter of the thesis employs Hegelian philosophy to re-examine the aporia of education as method. It argues that the dialectic of enlightenment is actual when it is recognized as the self-education of philosophical consciousness, and is the identity and non-identity which is the concept. The implications of Hegelian philosophy of education as the recognition of misrecognition are then explored, first with regard to rethinking the identity of the teacher in civil society and developing the concept as ethical pedagogy; and then to recognizing critique as comprehensive education with regard to the state in civil society. (shrink)