Against Alienation: The Emancipative Potential of Critical Pedagogy in Fromm

Critical theory generally refers to a series of pathways for Marxist-inspired intellectual inquiry that first emerged with the end of the 18th century European Enlightenment and in particular with the initial widespread waning of intellectual confidence that the newly hegemonic bourgeois society would succeed in realizing Enlightenment ideals. In short, it represents the intellectual articulation of the conviction that modern capitalist society cannot—at least not without significant reformation or substantial transformation—realize the Enlightenment ideal of an enlightened society. According to Enlightenment consensus, this society is to be one which will genuinely embody the highest values of human civilization, and which will thereby insure steady progress in the attainment of liberty, justice, prosperity, and contentment for all of its citizens

The enlightenment

The term Enlightenment is used to refer to intellectual and social developments in the 18th century. The underlying force was an increasing belief in the scientific approach to attaining knowledge, as opposed to the medieval reliance on religion and tradition. The more successful science became, the more intellectuals began to see the scientific method as a way to organize society. With respect to clinical psychology, the Enlightenment was characterized by a new approach to mental illness and the treatment of the mentally ill, who became seen as ailing patients in need of help in specialized institutions

A brief explanation of Kant's Enlightenment article

A presentation of Kant's idea for enlightenment process that was happening at that time. I try to be objective as it is needed to give a thorough explanation for what was the main subject in this process. Kant explains the main idea of enlightenment and describes it with examples for which stands descriptive and understandable for that period

German Enlightenment

This article is available (in Hebrew translation) in: “Niemieckie oświecenie” (German Enlightenment), in Filozofia Oświecenia. Radykalizm – religia – kosmopolityzm (Enlightenment Philosophy: Radical, Religious, and Cosmopolitan, edited by Justyna Miklaszewska and Anna Tomaszewska (Kraków: Jagiellonian University Press, 2016) 65-94. The author retains English rights to the article, and has submitted it for inclusion in OpenBU

Spinoza y el Spinozismo en la Ilustración Occidental: los últimos giros de la controversia

This article seeks to outline the main elements in the historiographical controversy over the significance of ‘Spinozism’ as an eighteenth-century Enlightenment category and the validity or otherwise of the concept of ‘Radical Enlightenment’ as well as the relationship between these two categories. Defining ‘Radical Enlightenment’ as the philosophical rejection of religious authority combined with a democratic tending system of social and political thought, and as a partly clandestine tradition that evolved in opposition to the moderate mainstream Enlightenment, it seeks to sketch in the main features both of the ‘negative critique’ broadly opposing this way of understanding the Western Enlightenment and the ‘positive critique’ that accepts this classification in broad outline.En el presente artículo se aspira a resumir los principales elementos de la controversia historiográfica acerca del significado de “Spinozismo” como categoría de la Ilustración del siglo XVIII y de la validez o no del concepto de “Ilustración Radical”, así como la relación entre ambas categorías. Al definir la “Ilustración Radical” como el rechazo filosófico de la autoridad religiosa, en combinación con un sistema de pensamiento social y político que propende a la democracia, y como una tradición en parte clandestina desarrollada en oposición a la corriente principal de la Ilustración, más moderada, el texto pretende bosquejar en sus rasgos distintivos tanto la “crítica negativa”, fuertemente opuesta a ese modo de entender la Ilustración Occidental, como la “crítica positiva”, que la acepta ampliamente

The Enlightenment, Popper and Einstein

A basic idea of the 18th century French Enlightenment was to learn from scientific progress how to achieve social progress towards an enlightened world. Unfortunately, the philosophes developed this profoundly important idea in a seriously defective form, and it is this defective form that came to be built into the institutional structure of academia in the early 20th century with the creation of departments of social science. We still suffer from it today. This article discusses four versions of the Enlightenment programme, each correcting mistakes of its predecessor, the upshot being that we need to bring about a revolution in the aims and methods of academic inquiry if the basic Enlightenment idea is to be properly implemented

'This New Conquering Empire of Light and Reason:' Edmund Burke, James Gillray, and the Dangers of Enlightenment

This article examines the use of images of “light” and “enlightenment” in Edmund Burke’s Reflections on the Revolution in France and in the controversy that greeted the book, with an emphasis on caricatures of Burke and his book by James Gillray and others. Drawing on Hans Blumenberg’s discussion of the metaphor of “light as truth,” it situates this controversy within the broader usage of images of light and reason in eighteenth-century frontispieces and (drawing on the work of J.G.A. Pocock and Albert O. Hirschman) explores the ways in which Burke’s critique of Richard Price operates with a rhetoric that views Price as part of an enlightenment that was inherently “radical” and, hence, a threat to the “enlightenment” that, in Burke’s view, had already been achieved

An Investigation into the Economic Thought of Medieval Arab-Islamic Scholars and Enlightenment Philosophers

This student-faculty collaborative research project focused on the contributions to economic thought of two distinct groups: medieval Arab-Islamic scholars and Enlightenment philosophers. The primary goal of the project was to generate two new chapters to supplement the Evolution of Economic Thought text. It looked to answer the research question, “How did the intellectual activity of medieval Arab-Islamic scholars and Enlightenment philosophers reflect and/or contribute to the development of modern economic thought?” The medieval Arab-Islamic chapter produced findings including a centrality of religion to economic life, the importance of specialization for increased efficiency, and an understanding of just price. Ibn Khaldūn, a prominent scholar of the medieval Arab-Islamic era, recognized a need for the division of labor, as individuals lack the capability of providing sufficient goods on their own to subsist. A holistic approach to thinking and an emphasis on rational methodology and objectivity were major contributions from the research on Enlightenment philosophers. Thomas Hobbes’s social contract theory is a philosophical idea that underlies modern economic theory, discussed at length in the Enlightenment chapter. Both chapters will be accessible online and available for instructors to use separately or in conjunction with existing online chapters as precursors to the main, physical text

4. The Enlightenment Again Under Attack

Until recently, and especially in the United States, Western Civilization has been dominated by Enlightenment thought, tempered by the criticisms of the nineteenth century. One of the current questions is whether this strand of thought is adequate to cope with the problems of the age of anxiety. Those who believe that the Enlightenment ideas are still basically sound suggest the giving up of transcendent or long-term goals in favor of more immediate aims. Equality and freedom are, in such a context better when they apply to more people than when they apply to fewer. According to this way of thinking, one interpretation of justice would be better than another if it could be realized by more people. That type of security is better which more people can enjoy. Thus the Enlightenment concepts are dealt with less qualitatively than quantitatively. [excerpt

Normative learning processes in evolutionary perspective: Remarks on Hauke Brunkhorst’s Critical Theory of Legal Revolutions

The basic thesis of this article is that with his book on legal revolution Brunkhorst rewrites a dialectic of enlightenment. According to Brunkhorst, learning processes, which lead to the revolutionary institutionalization of a new constitutional order, are triggered by negativity. This begs the following questions. What is the account of the belief in a concurrency of dialectics of enlightenment and the learning process? Why do extreme forms of exploitation and oppression still lead to the learning process