331 research outputs found
Adorno on Hope
I argue that Theodor W. Adorno’s philosophy articulates a radical conception of hope. According to Lear, radical hope is ‘directed toward a future goodness that transcends the current ability to understand what it is’ (2006:103). Given Adorno’s claim that the current world is radically evil, and that we cannot know or even imagine what the good is, it is plausible that his conception of hope must be radical in this sense. I develop this argument through an analysis of (i) Adorno’s engagement with Kant’s conception of hope, (ii) Adorno’s references to hope, and (iii) his critical diagnosis of a metaphysical need for hope. Having demonstrated that Adorno must reject both ordinary and Kantian hope, I examine why Adorno thinks that we still may have reasons for hope. I also show that Adorno’s conception of hope differs from Lear’s in one important respect
`In pursuit of the Nazi mind?' the deployment of psychoanalysis in the allied struggle against Germany
This paper discusses how psychoanalytic ideas were brought to bear in the Allied struggle against the Third Reich and explores some of the claims that were made about this endeavour. It shows how a variety of studies of Fascist psychopathology, centred on the concept of superego, were mobilized in military intelligence, post-war planning and policy recommendations for ‘denazification’. Freud's ideas were sometimes championed by particular army doctors and government planners; at other times they were combined with, or displaced by, competing, psychiatric and psychological forms of treatment and diverse studies of the Fascist ‘personality’. This is illustrated through a discussion of the treatment and interpretation of the deputy leader of the Nazi Party, Rudolf Hess, after his arrival in Britain in 1941
EDUCAÇÃO E NÃO EMANCIPAÇÃO: OS LIMITES OBJETIVOS DA EDUCAÇÃO ESCOLAR NO CAPITALISMO INDUSTRIAL CONTEMPORÂNEO
RESUMO: O presente escrito teve como objetivo analisar a necessidade da educação escolar para o desenvolvimento do ora vigente modo de produção capitalista industrial. Esta análise se baseia na investigação e exposição de Marx dos momentos constitutivos do capital por meio do modo de produção industrial de mercadorias. Em suma, procuramos demonstrar a partir dos escritos, principalmente, de Marx, Adorno e Marcuse que a demanda do modo de produção capitalista por uma massa de indivíduos oriundos da educação escolar não existe, pois a maioria de suas demandas radica nele mesmo, modo de produção, e é solucionada por ele mesmo em seu processo de constituição, não em um elemento externo e ideal, como é o caso da educação escolar
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