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

Honneth and the Struggles for Moral Redemption

This article explores Axel Honneth’s attempts to reconnect the struggles of workers with the normative content of modernity through Hegel’s intersubjective account of recognition. The importance of Honneth’s writings lies in his attempt to extend Habermas’ account of normative self-constitution to labor via the morally motivated struggles of workers to correct the modern maldistribution of social worth. To this extent, the expansion of ethical life is predicated on the struggles of excluded participants to gain inclusion within the normative content of modernity. From this perspective Habermas’ attempt to legitimate the exclusion of labor (by the system) from the normative content of modernity appears unjust and unjustified. Unfortunately, Honneth shares with Habermas a tendency to locate the economic system beyond the (culturally defined) limits of ethical life. He thereby fails to acknowledge the extent to which workers play a major role in re-moralizing the former via the de-reification of the latter