This article was written on the occasion of the 100th anniversary of the Institute for Social Research in Frankfurt am Main, where the Frankfurt School was founded and continues to evolve. From philosophical and interdisciplinary perspectives, the article focuses on the trichotomic characteristics of critical theory, specifically: critique, explanation, and normativity. It looks first at the founding of the Institute for Social Research; second, at the emergence of critical theory at the Institute; and third, at how these ideas evolved. It (...) identifies trichotomy underpinning Horkheimer’s approach to critical theory. In the conclusion, the revisions made to critical theory in the later stages of development are considered. (shrink)

The critique of capitalism is the bedrock on which rests the reputation of Frankfurt School critical theory. Though critical theory has often been heralded – or criticized and rejected – as a reformulation of Marxian theory for our times, its relation with the critique of political economy, and in particular the economic treatises, has barely been studied. Friedrich Pollock, who was Max Horkheimer’s lifelong friend and close associate at the Institute for Social Research, was responsible for all administrative and financial (...) questions, but he wrote few theoretical essays and Wiggershaus calls him ‘the last unknown member of the Frankfurt School’. Nevertheless this article asks whether not only has his influence on early critical theory been sorely underestimated, but also his impact on the late philosophies of Horkheimer, Adorno and Marcuse. (shrink)

Summary In this article, classical writings of Kurt Lewin and Wolfgang Metzger concerning education for democracy and tolerance are presented. Starting with a definition of „group” and the discussion of the meaning of groups for the individual life, especially the experimental studies of Kurt Lewin, Ronald Lippitt and Raph K. White in 1937/38 on different group atmospheres under the influence of „democratic” vs. „autocratic” vs. „laissez faire” leading style are presented again, in order to give an example for the meaning (...) of atmosphere influences on personal development, creativity and aggression – all topics concerning actual school situations and the daily experience of pupils and teachers. The collection of writings concerning education for democracy and tolerance include some of Lewin’s writings on minority problems and Metzger’s fundamental thougts on political education as a special application of productive thinking in Wertheimer’s sense. Some possibilities of how to change prejudices and to develop tolerance in Lewin’s and Metzger’s sense are presented. As a conclusion, some ideas for actual school life and possibilities to make pupils tolerant and able to participate actively in a democratic society are developed. (shrink)

Summary In this article, classical writings of Kurt Lewin (1890-1947) and Wolfgang Metzger (1899-1979) concerning education for democracy and tolerance are presented. Starting with a definition of „group” and the discussion of the meaning of groups for the individual life, especially the experimental studies of Kurt Lewin, Ronald Lippitt and Raph K. White in 1937/38 on different group atmospheres under the influence of „democratic” vs. „autocratic” vs. „laissez faire” leading style are presented again, in order to give an example for (...) the meaning of atmosphere influences on personal development, creativity and aggression – all topics concerning actual school situations and the daily experience of pupils and teachers. The collection of writings concerning education for democracy and tolerance include some of Lewin’s writings on minority problems and Metzger’s fundamental thougts on political education as a special application of productive thinking in Wertheimer’s sense. Some possibilities of how to change prejudices and to develop tolerance in Lewin’s and Metzger’s sense are presented. As a conclusion, some ideas for actual school life and possibilities to make pupils tolerant and able to participate actively in a democratic society are developed. (shrink)