Feenberg’s new book,Technosystem: the social life of reason, makes an important intervention in the study of technological systems by showing that instrumental reason requires value judgement at the moment of its realization in this world. It fosters hope that technological development can be redirected towards the fulfilment of human needs through public interventions of nonexperts. However, Feenberg does not sufficiently engage with the political dilemmas that inevitably accompany these interventions as a result of the formal capitalist bias of the technosystem. (...) The books by Bridle and Bucher underline the importance of confronting these dilemmas as they encounter them in various domains and provide possible ways for dealing with them. (shrink)

The paper explores the portrayal of social relations among youth in the popular Norwegian TV-series Skam and places this analysis in relation to Anne Imhof’s award-winning performance piece Faust, which received the Golden Lion at the 2017 Venice Biennale for the German Pavilion. As expressions of how today’s youth experience social relations under the conditions of late capitalism, I examine the way in which the TV-series and the performance work respectively explore when and how ‘we’ is shaped. I argue that (...) they provide particular insight into the limits and possibilities for the formation of relations of solidarity today. (shrink)

Rahel Jaeggi’s theory of alienation has received less attention than her work on forms of life and capitalism. This theory avoids the problems of traditional theories of alienation: objectivism, paternalism, and essentialism. It also sidesteps post-structuralist criticisms of the theory of alienation. However, Jaeggi’s theory is flawed in two ways: it is not historically specific, and so cannot explain why alienation is a problem for modernity rather than other historical periods, and it is difficult to connect to social critique. I (...) argue that Karl Marx’s later theory of alienation, as interpreted by Moishe Postone and others, is able to avoid the problems that Jaeggi’s theory avoids, and is also able to avoid the flaws in her theory. This suggests that critical theory should focus on a theory of capitalism rather than normative social theory. (shrink)

While the critique of neoliberalism, as the form of contemporary capitalism, has been advanced from Marxian and Foucauldian perspectives, it has had limited attention from the perspective of Critical Theory. Largely unrecognized is the suitability of the theory of reification for this critique, specifically, Habermas’s version. This article reconsiders Habermas’s colonization thesis as the basis for a critical theory of neoliberalism, refining its theoretical framework to deepen its critical diagnosis. Against the dismissal of the system–lifeworld concept, a novel critique is (...) advanced to suggest its original elaboration fell confusedly between two versions of social systems theory. Drawing from late developments, the scheme is reinterpreted as distinguishing two forms of communication in capitalist society: delinguistified and linguistic. This opens the way to reframe and communicatively transform colonization as relinguistification; that is, the translation of monetary coding into ordinary language such that communicative action is distorted from within by reifying concepts. (shrink)

This thesis explores the restoration and cultivation of mutually constitutive relationships between technique and identity. I begin by establishing the framework of practice that will be used throughout the thesis, in which I define practice by the methodological conditions of open-endedness, repeatability, intuition, situatedness and autonomy. I critique the practices of classical vocal pedagogy, the field of my own training and one about which critical scholarship is distinctly lacking. I argue that these practices effect a violentseparation between technique and identity (...) by means of the fetishisation of technique, ideologies of transcendence, structural whiteness and the reification that structures spaces of training and practice. I establish a theoretical framework, grounded in the work of Ben Spatz, for understanding the relationships between the repetition and sedimentation of technical knowledge and the always ongoing formation of identity, and explore the defetishisation of technique and the objects and practices in which it is encoded both in the university’s practice-as-research context and in the work of two artists and collaborators, Ragnar Kjartansson and Monia Sander Haj-Mohammed. Grounded in an intertextual reading of philosophies of immanence, philosophical pragmatism and feminist epistemology, I articulate the notion of situational emergence in processes of technical development and explore the broader scope and significance of lifelong transformation through technique. With this basis, I give an account of the works in the portfolio, exploring methodologies of defetishisation and situated making, and highlighting the ways that forms emerge in and through durational processes that are always specifically situated in time and place. (shrink)

What if education were not about becoming something, making something of yourself, becoming some thing? What if we were to consider education as becoming-world? These questions are posed against the background of the current populist nationalist backlash against the consequences of globalization, along with growing anti-intellectualism and anti-democratic sentiment. How can education contribute locally and globally to fostering and safeguarding the very possibility of democratic practices against the neoliberal consecration of reified social relations? Becoming Things, Becoming-world contributes to contemporary discussions (...) in philosophy of education by developing a vision of a critical educational cosmopolitanism founded upon a renewed critique of reification. While cosmopolitan education has often been articulated in terms of an ethical and political response to globalization, this thesis proposes a different outlook. I argue that the idea of cosmopolitan education predates the onset of what we now term globalization, and that it provides a meaningful conception of education beyond the present socio-political condition. Moreover, I propose to rethink cosmopolitan education as a critique of reification, i.e. a critique of social relations taking on the character of mere things. The critique of reification helps to foreground aspects that have previously been neglected and marginalized in educational cosmopolitanism, such as its economic-material dimensions. At the same time, a critical cosmopolitan perspective is needed for a timely de-centering of critical social theory. Re-assessing the Cynic tradition and drawing on critical theorists such as Gerard Delanty and Axel Honneth as well as on New Wittgensteinian philosophers as Alice Crary, I advance a post-universalist understanding of cosmopolitanism. This is based on dynamic social relations and a broad understanding of rationality which includes imaginary aspects as well as the education of our sensitivities. Cosmopolitanism is understood as a lived practice which critically challenges reified social and cultural relations, including the strictures of particular socio-economic structures. The notion of reification is distinguished from other forms of alienation, objectification and instrumentalization and is deployed to characterize lasting distortions of our relations to each other, to the world and to ourselves. Against any idealizing take on communicative practice, I show that language, knowledge, and education do not necessarily counter-act reifying tendencies. Indeed, they themselves can become sources for enhancing processes of reification. A fresh look at the critique of reification allows us adequately to describe and understand the interrelation between contemporary capitalism, the forms of subjectivity it produces and the possibilities of democratic education and education towards democracy. Such an understanding is needed in face of the apparent impossibility of imagining a society, and envisioning an education, beyond the conditions formulated by contemporary neoliberal policies. Education as becoming-world maintains a hopeful outlook on the possibilities of our globalizing and pluralizing social reality as well as a keen focus on the tensions and challenges that this poses for contemporary educational endeavors on individual as well as structural levels. (shrink)