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    Syllabus Critical Theory

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    ismael.magadan
    This course explores Axel Honneth's theory of recognition and how it relates to critical theory from the early Frankfurt School. Over the course of lectures and readings, students will reconstruct the theoretical commitments of the Frankfurt School tradition and examine Honneth's main argument about recognition theory. The goal is to establish conceptual links between their analyses of social pathologies and domination and how approaches to emancipation have transformed over time. Honneth's theory aims to provide a more substantial model for critique than early critical theory. Students will focus on comparing the Frankfurt School's early critiques, understanding recognition theory, and establishing the continuity between their theoretical commitments regarding social critique.

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    Syllabus Critical Theory

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    ismael.magadan
    19 views2 pages
    This course explores Axel Honneth's theory of recognition and how it relates to critical theory from the early Frankfurt School. Over the course of lectures and readings, students will reconstruct the theoretical commitments of the Frankfurt School tradition and examine Honneth's main argument about recognition theory. The goal is to establish conceptual links between their analyses of social pathologies and domination and how approaches to emancipation have transformed over time. Honneth's theory aims to provide a more substantial model for critique than early critical theory. Students will focus on comparing the Frankfurt School's early critiques, understanding recognition theory, and establishing the continuity between their theoretical commitments regarding social critique.

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    This course explores Axel Honneth's theory of recognition and how it relates to critical theory from the early Frankfurt School. Over the course of lectures and readings, students will reconstruct the theoretical commitments of the Frankfurt School tradition and examine Honneth's main argument about recognition theory. The goal is to establish conceptual links between their analyses of social pathologies and domination and how approaches to emancipation have transformed over time. Honneth's theory aims to provide a more substantial model for critique than early critical theory. Students will focus on comparing the Frankfurt School's early critiques, understanding recognition theory, and establishing the continuity between their theoretical commitments regarding social critique.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views2 pages

    Syllabus Critical Theory

    Uploaded by

    ismael.magadan
    This course explores Axel Honneth's theory of recognition and how it relates to critical theory from the early Frankfurt School. Over the course of lectures and readings, students will reconstruct the theoretical commitments of the Frankfurt School tradition and examine Honneth's main argument about recognition theory. The goal is to establish conceptual links between their analyses of social pathologies and domination and how approaches to emancipation have transformed over time. Honneth's theory aims to provide a more substantial model for critique than early critical theory. Students will focus on comparing the Frankfurt School's early critiques, understanding recognition theory, and establishing the continuity between their theoretical commitments regarding social critique.

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    PHILOSOPHY 223 – CRITICAL THEORY (FEAT.

    THE THEORY OF RECOGNITION)

    COURSE DESCRIPTION

    This study explores Axel Honneth’s “theory of recognition” by checking it against the
    emancipatory critique of the early Frankfurt School. To show this, the series of lectures would reconstruct
    the theoretical pre-occupation of the early Frankfurt tradition and Honneth’s main argument in the
    recognition theory. Attempting to establish their theoretical link, I show that both share the same theoretical
    commitment consisting in the attempt to disclose and overcome the pathologies of the social, which signify
    the presence of a domination-relation within human associations. Consequently, the articulation of their
    theoretical commitment shows that the conceptual spectrum cutting across these exponents does not share
    a linear identity. What is shown is that the emancipatory critique has undergone a series of conceptual
    transformations. This means that the disclosure of the social pathologies as well as the attempt to overcome
    them receive diverse approaches which in turn necessitate a rigorous theoretical determination. I argue that
    Axel Honneth adequately responds to the said demand and ably provides a more substantial model for an
    emancipatory critique of today’s society than what was accounted for by the early tradition of the Frankfurt
    School.

    OBJECTIVES

    We are preoccupied only with the following tasks:

    A. reconstruct the theoretical commitment of the 1st and 2nd generation of critical theory;
    B. expound the main tenets of Axel Honneth’s theory of recognition;
    C. establish the continuity of the so-called theoretical commitments of critical theory.

    SCOPE: CONTENT

    Intro/salvo

    Antonio (1983)
    Bottomore (1984) (Optional)

    Excursus

    Marx and Engels (1988)

    Fons primaria Tempus

    Horkheimer (1989)
    Marcuse (2009)

    Horkheimer (1993)
    Horkheimer & Adorno (2002)

    Adorno (1991)
    Benjamin (2007)
    Honneth (1995)
    Corollary

    Zizek (2000)

    EXPECTATIONS

    a. Absences may be justified but must not be exaggerated.


    b. Group dynamics.
    c. Participation.

    LEARNING PROPENSITY APPROXIMATION

    Group dynamics 30%


    Class Participation 40%
    Paper 30%

    REFERENCES

    Adorno, T. (1991). On the fetish character of music and the regression of listening. The culture industry.
    Selected essays on mass culture. Pp 29-60. (J.M. Bernstein, Ed.). London and New York:
    Routledge.
    Adorno, Theodor and Max Horkheimer. (2002). The culture industry: enlightenment as mass deception.
    The dialectic of enlightenment. Philosophical fragments. Pp 94-136. (E.F.N. Jephcott, Trans.).
    USA: Stanford University Press.
    Antonio, R. (1983). The origin, development and contemporary status of critical theory. The sociological
    quarterly 24: 325-351.
    Benjamin, W. ([1955], [1968], 2007). The work of art in the age of mechanical reproduction.
    Illuminations. Pp 217-252. (H. Zohn, Trans.; H. Arendt, Ed.). New York, USA: Schocken Books.
    Bottomore, T. (1984). The frankfurt school. USA: Ellis Horwood.
    Honneth, H. (1995). The Struggle for recognition: the moral grammar of social conflicts. (Joel
    Anderson,
    Trans.). USA: Polity Press.
    Horkheimer, M (1993). Reason against itself: some remarks on enlightenment. Theory, culture, &
    society 10: 79-88.
    Horkheimer, M. (1989). Traditional and critical theory. Critical theory: selected essays. Pp 188-243. (M.
    O’Connell, Trans.). New York: Continuum Publishing Corporation.
    Marcuse, H. (2009). Philosophy and critical theory. Negations: essays in critical theory. Pp 99-118.
    (Jeremy Shapiro, Trans.). UK: MayFlyBooks.
    Marx, K. and F. Engels. (1988). Estranged labor. Economic and philosophic manuscripts of 1844 and the
    communist manifesto. Pp 69-84. (Martin Milligan, Trans.). USA: Prometheus, 1988.
    Zizek, S. (2000). “From history and class consciousness to the dialectic of enlightenment…and back.”
    The new German critique 81: 107-123.

    Prepared by:

    Ismael P. Magadan, Jr.


    Facilitator

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