In response to an impasse, articulated in the late 1980s, the cognitive capacities of ordinary people assumed central place in contemporary critical social theory. The participants’ perspective gained precedence over scientific standards branded as external. The notion of cognition, however, went unchallenged. This article continues the move away from external standards, and discusses two models of critique, which differ based on their underlying notions of cognition. The representational model builds on cognitive content, misrecognition and normativity; three features which are illustrated (...) with positions adopted by prominent exponents of critical social theory. An alternative understanding relies on action-oriented disclosure and the participants’ basic familiarity with the social world. On this reading, what clashes with unequal structures is skilful coping, rather than representations and normative standards. The action-oriented approach may overcome the dilemma of understanding both the impact and the possible transcendence of unequal structures, although it cannot ultimately replace representational critique. (shrink)

Adorno’s subtle utopianism is often overshadowed by the sombreness of his work. In this article, I explore Adorno’s concept of utopia by reading him alongside Ernst Bloch, whose The Spirit of Utopia (1918) had a lasting influence on Adorno. Not least due to the unsteady nature of their friendship, the intellectual relationship between Bloch and Adorno has often been overlooked. I propose that Bloch’s utopianism can help us make sense of Adorno’s rare but distinct remarks on utopia and argue that (...) instead of being a pure negativist, Adorno entertains a “minimal utopianism” that is constitutive to his notion of critique. I conclude that reading Adorno with Bloch reveals utopia as an ineliminable focal point in Adorno’s work and urges us to rethink the importance of utopianism for any critical project. (shrink)

Through philosophical reasoning, this article will argue for two theses, which function as two sides of the same coin. The first thesis is that Education for Sustainable Development (ESD), as a science and in addition to numerous concrete individual studies, must work self-reflexively on a common and tentatively formal theory of ESD. The first substantive section of the article attempts to justify why ESD is a highly complex science that is anything but easy to work on. I will try to (...) justify this second thesis by reflecting, even if only by example, on the question of why, how and with what objectives the addressees of ESD pedagogy are to be educated.Critical questions in respect of the scientific discourse on ESD will substantiate the second thesis. Simultaneously, I aim to argue that to work self-reflexivel y on a common and tentatively formal theory of ESD is necessary for the systematic and scientific development of the discipline, and that only self-critical and systematic ESD research can provide precise knowledge on how ESD, as a pedagogical practice, can unfold its potential for the designated and desired transformation. (shrink)