100 Philosophie und Psychologie
Refine
Year of publication
- 2016 (7) (remove)
Document Type
- Article (7)
Language
- English (7) (remove)
Has Fulltext
- yes (7)
Is part of the Bibliography
- no (7)
Keywords
- Critical Theory (2)
- Frankfurt School (2)
- Marcuse (2)
- recognition (2)
- Administered World (1)
- Adorno (1)
- Anthropology (1)
- Engagement (1)
- Escola de Frankfurt (1)
- Escuela de Frankfurt (1)
Institute
The Methodological seminar was conducted by the scientific journal “Philosophy of Education” (Institute of Higher Education, National Academy of Educational Sciences of Ukraine). The participants of the seminar were Prof. Panos Eliopoulos (University of Peloponnese, Greece), Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education.
Axel Honneth associates his reading of Hegel with Winnicott's maturational development theory, in order to defend theses on intersubjectivity and recognition. That connection between philosophy and psychoanalysis is a target of criticism from two Hegelians: Joel Whitebook, a reader of Freud, and Judith Butler, a critical reader of Freud and Lacan. At the core of the controversy is Honneth's rejection of the work of the negative that is performed by Freud's death drive. We intend on following in the wake of that debate, and thus investigate the reasons and consequences for social criticism of Honneth's rejection of Freud's death drive.
This paper intends to present some considerations on a possible epistemology of noise as a response to theory of recognition and its bases on theory of communicative action. The principal movement will be to recover some aspects of Marcuse’s and Foucault’s perspective on the disturbances narratives in social sphere. The interest for them becomes stronger from Habermas’ perspective on their “performative contradicions”. Both of them would appeal to social aspects that escapes from critical normativities. Foucault’s structures of power as well as Marcuse’s psychoanalytical drives would represent aspects of the same Habermasian problem: the absence of auto-critical rationality. However, we can question: what would offer to the two authors the limits of communicative action?
The papers here collected are divided in an English and an Italian section, to facilitate the reader who is confident, or prefers, only one of these languages. In both sections, Critical Theory is addressed in a twofold way: as regards its origins in the so-called School of Frankfurt and as concerns its further and contemporary developments, from an interdisciplinary perspective.
In this paper I intend to discuss the relation of Marcuse’s theory of technology to its grounding in the possibilities he believed lay inherent, but as yet untapped in nature. Marcuse was an early critic of what he considered to be the exploitative, predatory approach to nature brought about through the direction of technology, industry and science under consumer capitalism, however his alternative; a “new science” and “new technology” which would treat nature as an “ally” in the general struggle for liberation and emancipation, was not without its problems.
Critical Theory is the key-word representing all the universe of thought commonly known as „Frankfurt School”. Within it, Theodor Wiesengrund Adorno and Herbert Marcuse are not so far each other, as instead are Max Horkheimer and Marcuse – considering what I in this paper define as the conservative turn of the director of the Institut für Sozialforschung. Whereas Adorno refuses any engagement in the political and lives as an obsession the theory-praxis relation, Marcuse is closer to a certain critical Marxism and to the student movements of Sixities and Seventhies. The crucial issue of the theory-praxis relation comes back clearly in the distance between Marcuse and the other two maîtres à penser, about their judgment on the ’68 movement.
Goethe's theory of colors between the ancient philosophy, middle ages occultism and modern science
(2016)
Goethe’s rejection of Newton’s theory of colors is an interesting example of the vulnerability of the human mind—however brilliant it might be—to fanaticism. After an analysis of Goethe’s persistent fascination with magic and occultism, of his education, existential experiences, influences, and idiosyncrasies, the authors propose an original interpretation of his anti-Newtonian position. The relevance of Goethe’s Farbenlehre to physics and physiology, from the perspective of modern science, is discussed in detail.