Thomas Wheatland examines the influence of the Frankfurt School, or Horkheimer Circle, and how they influenced American social thought and postwar German sociology.

The book is based on documentary and biographical materials that have only recently become available.

Introduction: the question of reason -- The Frankfurt School critique of reason -- Habermas's communicative rationality -- Macintyre's tradition-constituted reason -- A substantive reason -- Beyond relativism: reasonable progress and learning from -- Conclusion: toward a Thomistic-Aristotelian critical theory of society.

In "The Frankfurt School on Religion," Eduardo Mendieta has brought together a collection of readings and essays revealing both the deep connections that the Frankfurt School has always maintained with religion as well as the significant contribution that its work has to offer. Rather than being unanimously antagonistic towards religion as has been the received wisdom, this collection shows the great diversity of responses that individual thinkers of the school developed and the seriousness and sophistication (...) with which they engaged the core religious issues and major religious traditions. Through a careful selection of writings from eleven prominent theorists, including several new and previously untranslated pieces from Leo Lowenthal, Max Horkheimer, Herbert Marcuse, and Jurgen Habermas, this volume provides much needed sources for religious leaders, philosophers, and social theorists as they grapple with the nature and functions of religion in the contemporary social, political, and economic landscape. "The Frankfurt School on Religion" recovers the religious dimensions of the Frankfurt School, for too long sidelined or ignored, and offers new perspectives and insights necessary to the development of a fuller and more nuanced critical theory of society. Selections and essays from: Ernst Bloch, Erich Fromm, Leo Lowenthal, Herbert Marcuse, Theodor W. Adorno, Max Horkheimer, Walter Benjamin, Johann Baptist Metz, Jurgen Habermas, Helmut Peukert, Edmund Arens. (shrink)

Its first paradigms are in the writings of Marx and Freud. In this book Raymond Geuss sets out these fundamental claims and asks whether they can be made good.

In her latest book, The End of Progress, Amy Allen embarks on an ambitious and much-needed project: to decolonize contemporary Frankfurt School Critical Theory. As with all of her books, this is an exceptionally well-written and well-argued book. Allen strives to avoid making assertions without backing them up via close and careful textual reading of the thinkers she engages in her book. In this article, I will state why this book makes a central contribution to contemporary critical theory (...) (in the broader sense), after which I pose a few questions. These questions are not meant to prove that there are any serious problems with her argumentation. Instead, they are meant in the spirit of dialogue and allow her to elaborate her work for her audience. (shrink)

The Institute for Social Research, or Frankfurt School, is an interdisciplinary research center associated with the University of Frankfurt in Germany and responsible for the founding and various trajectories of Critical Theory in the contemporary humanities and social sciences. Three generations of critical theorists have emerged from the Institute. The first generation was most prominently represented in the twentieth century by Max Horkheimer, Herbert Marcuse, Theodor W. Adorno, Walter Benjamin, Leo Löwenthal, and also for some time Erich (...) Fromm. The so-called ‘second generation’ of the Institute is centrally represented by Jürgen Habermas, whose work has functioned as the focal point of a wide range of critical theorists. The third generation of the Frankfurt School is represented by Axel Honneth who emerged as a new center, with different strands or readings of who else belongs to the third generation, some in Germany, some internationally, and some more in sociology and social and political theory than philosophy. (shrink)

The history of the Frankfurt School cannot be fully told without examining the relationships of Critical Theorists to their Jewish family backgrounds. Jewish matters had significant effects on key figures in the Frankfurt School, including Max Horkheimer, Theodor W. Adorno, Erich Fromm, Leo Lowenthal and Herbert Marcuse. At some points, their Jewish family backgrounds clarify their life paths; at others, these backgrounds help to explain why the leaders of the School stressed the significance of antisemitism. (...) In the post-Second World War era, the differing relationships of Critical Theorists to their Jewish origins illuminate their distinctive stances toward Israel. This book investigates how the Jewish backgrounds of major Critical Theorists, and the ways in which they related to their origins, impacted upon their work, the history of the Frankfurt School, and differences that emerged among them over time. (shrink)

The aim of this study is to discern intersections between the intellectual path of the young Habermas and the issues addressed by the Positivismusstreit, the dispute between Popper and Adorno about methodology in the social sciences. I will present two perspectives, focusing on different temporal moments and interpretative problems. First, I will investigate the young Habermas’ relationship to the intellectual tradition of the Frankfurt School: his views on philosophy and the social sciences, normative bases of critical theory and (...) political attitudes. Second, I will reconstruct Habermas’ contemplation of the Positivismusstreit, in light of his social scientific research programme in the 1960s. The thesis supported is that Habermas developed a position diverging from those of Adorno and Horkheimer, and that his position reasserted the agenda of the ‘first critical theory’. This article highlight the discontinuity between the first and the second generation of the Frankfurt School, the constructive openness to other philosophical and sociological traditions, as well as the aporias of a theory of knowledge not yet oriented towards the programme of reconstructive sciences. (shrink)

The Institute of Social Research, from which the Frankfurt School developed, was founded in the early years of the Weimar Republic. It survived the Nazi era in exile, to become an important centre of social theory in the postwar era. Early members of the school, such as Adorno, Horkheimer and Marcuse, developed a form of Marxist theory known as Critical Theory, which became influential in the study of class, politics, culture and ideology. The work of more recent (...) members, and in particular Habermas, has received wide attention throughout Europe and North America. Tom Bottomore's study takes a new and controversial look at the contributions of the Frankfurt School to modern sociology, examining several issues not previously discussed elsewhere. He discusses the neglect of history and political economy by the critical theorists, and considers the relationship of the later Frankfurt School to the radical movements of the 1960s and the present time. His critical analysis makes the school's writers accessible, through an assessment of their work and an exploration of the relationship of Critical Theory to other forms of sociological thought, especially positivism and structuralism. (shrink)

The Frankfurt School and Critical Theory The Frankfurt School, known more appropriately as Critical Theory, is a philosophical and sociological movement spread across many universities around the world. It was originally located at the Institute for Social Research, an attached institute at the Goethe University in Frankfurt, Germany. The Institute was founded … Continue reading Frankfurt School and Critical Theory →.

This paper examines the often overlooked parallels between the critical theory of the German Frankfurt School and Science and Technology Studies in Britain, as an attempt to articulate a critique of science as a social phenomenon. The cultural aspect of the German and British arguments is in focus, especially the role attributed to the humanities in balancing cultural and techno-scientific values in society. Here, we draw parallels between the German argument and the Two Cultures debate in Britain. The (...) third and final purpose of the paper is to explain why these efforts in support of the humanities would in the end prove fruitless, even somewhat self-defeating. The key factor is the instrumentalist analysis of science adopted in both arguments, which played into the hands of the emergent “entrepreneurial university” with its strengthened emphasis upon the economico-technological aspect of science and consequent neglect of the humanities. (shrink)

The “Frankfurt School” refers to a group of German-American theorists who developed powerful analyses of the changes in Western capitalist societies that occurred since the classical theory of Marx. Working at the Institut fur Sozialforschung in Frankfurt, Germany in the late 1920s and early 1930s, theorists such as Max Horkheimer, T.W. Adorno, Herbert Marcuse, Leo Lowenthal, and Erich Fromm produced some of the first accounts within critical social theory of the importance of mass culture and communication in (...) social reproduction and domination. The Frankfurt School also generated one of the first models of a critical cultural studies that analyzes the processes of cultural production and political economy, the politics of cultural texts, and audience reception and use of cultural artifacts (Kellner 1989 and 1995). (shrink)

The Frankfurt School attacked Veblen ’ s claims regarding machine-induced rationality in industrial societ y. Their criticisms stemmed in part from the fact that Veblen failed to present his ideas systematically in a formal treatise on either economics or sociolog y, and because he did not use concepts or jargon familiar to the critical theorists. This article thus aims at: (1) demonstrating through textual exegesis the meaning of social rationality in the corpus of Veblen ’ s writing, especiall (...) y The Theory of Business Enterprise (1904); (2) elucidating the problems that arose in the Frankfurt School ’ s critique of Veblen because he used nomenclature and conceptualizations unfamiliar to Herbert Marcuse, Theodor Adorno and Max Horkheimer; (3) reiterating Veblen ’ s thesis on the impact of ‘transfer effects’ on workers interacting with the machine process; and (4) outlining the failure of the Frankfurt School adequately to examine his claims in the American political environment in which they were made. (shrink)

For some decades now, British cultural studies has tended to either disregard or caricature in a hostile manner the critique of mass culture developed by the Frankfurt school. [1] The Frankfurt school has been repeatedly stigmatized as elitist and reductionist, or simply ignored in discussion of the methods and enterprise of cultural studies. This is an unfortunate oversight as I will argue that despite some significant differences in method and approach, there are also many shared positions (...) that make dialogue between the traditions productive. Likewise, articulation of the differences and divergences of the two traditions could be fruitful since, as I will argue, both traditions to some extent overcome the weaknesses and limitations of the other. Consequently, articulation of their positions could produce new perspectives that might contribute to developing a more robust cultural studies. Thus, I will argue that rather than being antithetical, the Frankfurt school and British cultural studies approaches complement each other and can be articulated in new configurations. (shrink)

The ideas and conceptions of the Frankfurt philosophical-sociological school, above all the "critical theory of society," the principles of "negative dialectics" and the "great refusal," the utopia of "pacified existence," occupy an important place in the contemporary ideological struggle between the world systems of socialism and capitalism, and comprise a significant ideological and theoretical arsenal of bourgeois ideology and revisionism. And this is not accidental. The "critical theory of society" formulated and argued for by T. Adorno, M. Horkheimer, (...) H. Marcuse, J. Habermas, and others, which proclaims a protest against any social status quo, is used for the critique both of capitalism and actually existing socialism. At the same time it is also interpreted as an imaginary alternative to Marxism, and from, moreover, both right and "left" positions. Therefore the social theory of the Frankfurt school impacts upon the most diverse currents—from bourgeois social thought to the right and "left" varieties of revisionism. The complex evolution made by the representatives of this school in the last half-century contributed to this wide dissemination of the ideas of the Frankfurt school. Theoretical arguments are found in it both by those whose ideology, being directed to the progressive forces, is developed in the direction of Marxism, and by those who fled the soil of Marxism and are hostile to it. (shrink)

Frankfurt School critical theory is perhaps the most significant theory of society to have developed directly from a research programme focused on the critique of political authoritarianism, as it manifested during the interwar decades of the 20th century. The Frankfurt School’s analysis of the persistent roots – and therefore the perennial nature – of what it describes as the ‘authoritarian personality’ remains influential in the analysis of authoritarian populism in the contemporary world, as evidenced by several (...) recent studies. Yet the tendency in these studies is to reference the final formulation of the category, as expressed in Theodor Adorno and co-thinkers’ The Authoritarian Personality, as if this were a theoretical readymade that can be unproblematically inserted into a measured assessment of the threat to democracy posed by current authoritarian trends. It is high time that the theoretical commitments and political stakes in the category of the authoritarian personality are re-evaluated, in light of the evolution of the Frankfurt School. In this paper, I review the classical theories of the authoritarian personality, arguing that two quite different versions of the theory – one characterological, the other psychodynamic – can be extracted from Frankfurt School research. (shrink)

Since 1980s, the Frankfurt School's critique of Culture Industry has provided powerful ammunitions for Chinese intellectuals to reject rising consumer popular culture. In recent years, Chinese academics began to study the Frankfurt School's critique of capitalist modernity from more theoretical perspectives, attempting to set Chinese problems of modernity and its legitimacy against the Frankfurt School's theorization. However, Chinese intellectuals’ diverse responses to the Frankfurt School have largely remained at the level of academic (...) inquiries rather than seriously engaging in practically seeking alternatives. This study will consider issues of critique of and alternatives to capitalist modernity that modern Marxists or post-Marxists, be they Frankfurt School philosophers, the Chinese Marxists or the latter-day Chinese “new left,” all wish to seek out. (shrink)

'Original and provocative . . . engagingly written. (C Fred Alford) counters Levinas's notorious obscurity with a goodly dose of transparency' - John Lechte, Macquarrie University Abstract and evocative, writing in what can only be ...

The Institute of Social Research, from which the Frankfurt School developed, was founded in the early years of the Weimar Republic. It survived the Nazi era in exile, to become an important centre of social theory in the postwar era. Early members of the school, such as Adorno, Horkheimer and Marcuse, developed a form of Marxist theory known as Critical Theory, which became influential in the study of class, politics, culture and ideology. The work of more recent (...) members, and in particular Habermas, has received wide attention throughout Europe and North America. Tom Bottomore's study takes a new and controversial look at the contributions of the Frankfurt School to modern sociology, examining several issues not previously discussed elsewhere. He discusses the neglect of history and political economy by the critical theorists, and considers the relationship of the later Frankfurt School to the radical movements of the 1960s and the present time. His critical analysis makes the school's writers accessible, through an assessment of their work and an exploration of the relationship of Critical Theory to other forms of sociological thought, especially positivism and structuralism. (shrink)

Wheatland intends in this work to demythologize the "Frankfurt school" and answer a lacuna by providing a detailed social history of its American exile and reception. He undertakes the first task by distinguishing the "Horkheimer circle" from later portrayals of the continuity and homogeneity of their thought, the mystique of theorizing in the "splendid isolation" of alienated exile, and their significance for the radical politics of the 1960s. Although it is doubtful that many philosophers and theorists believe these (...) myths, and the book can be unsatisfying due to its overly generalizing and partial treatment of philosophical positions and arguments, it is helpful to understanding the Frankfurt exiles' social contexts and the impact of their connections with colleagues, critics, and interpreters in American academic, Jewish, and leftist circles.Part 1 portrays the complicated efforts to re-establish the Institute for Social Research in New York and Columbia University's interest in Horkheimer and his associates. Since they offered expertise in and a model for interdisciplinary empirical research integrating sociology, psychology, and theory, they were a solution to the decline of Columbia's sociology program, which was interested in expanding empirical social research in a situation of intense competition for funding. While fears of their Marxist connections persisted, the exiles' ever. (shrink)

“Karl Marx may have discovered profit, but I discovered political profit.” Carl Schmitt's only half-joking remark plays with a persistent problem for political theory since Hegel — the often perplexing similarity of ideological positions on the left and the right. German intellectual history in this century presents an unusually complicated example of such “convergence” in the reception of Schmitt's work by the Frankfurt School. The controversy surrounding Schmitt is not so much about the quality and depth of his (...) work as about its political consequences. An uncomfortable question for intellectual history in general, the case of Schmitt is most problematic for the German left. (shrink)

The following introduction has two parts: the first part provides a sketch of the Frankfurt School’s history, highlighting the circumstances under which the authors discussed in this issue engaged philosophically with matters of economy. We thereby follow the prevailing periodization, starting with the school’s foundation in 1924 and ending with Theodor W. Adorno’s death in 1969 and the school’s preliminary dissolution. The second part of the introduction explores the legacy of the Frankfurt School’s philosophical (...) critique of economy. Max Horkheimer’s writings thereby serve as a model case for such a critique and become the point of departure for the discussion of contemporary critical theories of the economic. (shrink)

Since World War II social theory has generated two major critical analyses of science as a social phenomenon: that of the Frankfurt School, and of Science and Technology Studies. These academic efforts grew out of a broader movement in Western societies in the decades following the war to reach a better accommodation between science and society, motivated by deep-seated popular anxieties about the challenges posed by the advance of science and technology. In this paper, I first examine the (...) overlooked parallels between these two academic efforts, and go on to explain why they would in the end prove fruitless, indeed somewhat self-defeating. The explanation points to the instrumentalist and constructivist conception of science shared by the two schools which would eventually play into the hands of the “entrepreneurial university” and the commodification of science. (shrink)

This is the definitive study of the history and accomplishments of the Frankfurt School. It offers elegantly written portraits of the major figures in the school's history as well as overviews of the various positions and directions they developed from the founding years just after World War I until the death of Theodor Adorno in 1969.The book is based on documentary and biographical materials that have only recently become available. As the narrative follows the Institute for Social (...) Research from Frankfurt am Main to Geneva, New York, and Los Angeles, and then back to Frankfurt, Wiggershaus continually ties the evolution of the school to the changing intellectual and political contexts in which it operated. He also interweaves these accounts with incisive summaries of substantive works by Horkheimer, Adorno, Benjamin, Fromm, Kirchheimer, Lowenthal, Marcuse, Neumann, Pollock, and Habermas.The book is self-contained and can serve as a general introduction to critical theory, but it also has a wealth of new material to offer those who are familiar with this tradition but would like to learn more about its history and context.Studies in Contemporary German Social Thought. (shrink)

This is above all a documentary book, written in monumental proportions. Not only the "history," but also the "theories" and the "political significance" of the Frankfurt School are discussed here in a narrative style and in constant reference to the biographical and, more generally, the social, political, and ideological-intellectual contexts. The author's sources are not only theoretical publications but also interviews with members of the Institute for Social Research, archive material, and published and unpublished correspondence. The work thus (...) touches upon such disparate topics as the Weimar Republic, the German Jewish emigres, the Third Reich, the student movement of the 1960's, the "positivist dispute", as well as "Western marxism" and psychoanalysis, to name some of the most important themes. In this sense, Wiggershaus's work expands the scope and deepens the contents of Martin Jay's The Dialectical Imagination. A History of the Frankfurt School and the Institute of Social Research, 1923-1950. Among other things, Wiggershaus follows the history of the "school" up to Adorno's death in 1969, and thus includes Habermas in his historiographical narrative; in other words, he relates the career of both the Old and the New Generations of the Frankfurt School. (shrink)

Machine generated contents note: Introduction; 1. Coming of age in Wilhelmine Germany; 2. Student years in Frankfurt ; 3. A materialist interpretation of the history of modern philosophy; 4. The beginnings of a critical theory of contemporary society; 5. Horkheimer's integration of psychoanalysis into his theory of contemporary society; 6. Horkheimer's concept of materialism in the early 1930s; 7. The anthropology of the bourgeois epoch; 8. Reflections on dialectical logic in the mid-1930s; Excursus I. The theoretical foundations of Horkheimer's (...) split with Erich Fromm in the late 1930s: Fromm's critique of Freud's drive theory; Excursus II. Divergence, estrangement, and gradual rapprochement: the evolution of Horkheimer and Adorno's theoretical relationship in the 1930s; 9. State capitalism - the end of Horkheimer's early critical theory; Epilogue: toward a historicization of Dialectic of Enlightenment and a reconsideration of Horkheimer's early critical theory. (shrink)

The work of the Hungarian Marxist Georg Lukács is a constant source of controversy in the history of the Frankfurt School. All leading thinkers of that theoretical tradition have struggled with Lukács’s theory. On the one hand, it was an inspiration for their attempts to come to terms with the oppressive features of capitalist modernity. On the other hand, both its political conclusions and Lukács’s actual philosophical submission to Soviet orthodoxy seemed to show that his theoretical framework was (...) deeply flawed in one aspect or another. (shrink)

The essay focuses on the impact of Marcuse’s Eros and Civilization in Germany in 1968. First, the essay discusses how Freud’s theory was used in the late twenties at the Institute for Social Research in Frankfurt. Then, it focuses on how certain of Adorno and Horkheimer’s ideas were developed in Eros and Civilization . Finally, it shows how Marcuse’s work became relevant for the intellectual development of the student movement in Germany.

During the 1930s, while both movements were fleeing from persecution by the Nazis, the Vienna Circle and the Frankfurt School planned to collaborate. The plan failed, and in its stead Horkheimer published a critique of the Vienna Circle in “The Latest Attack on Metaphysics” (written in collaboration with Adorno, though he is not credited as an author). This paper will analyse Horkheimer’s (and Adorno’s) article, and the ensuing dialogue with Neurath. The Frankfurt School’s critical stance towards (...) the Vienna Circle can be traced back to Adorno’s earlier objections to the ‘positivist’ myth of the given. In response to Carnap’s attack on Heidegger, Horkheimer (and Adorno) criticized both metaphysics and its ‘scientistic’ overcoming. Their critique employs a number of overgeneralisations about ‘logical positivism’. Neurath’s unpublished reply proposes corrections to the Frankfurt School’s portrayal of ‘positivism’, pointing towards a partly conciliatory direction within the framework of Unified Science. The attempted collaboration between the Vienna Circle and the Frankfurt School ended when Horkheimer refused to publish Neurath's reply to his article in the Zeitschrift für Sozialforschung. Horkheimer subsequently made anti-positivism a central concern for critical theory, setting the tone of subsequent polemics in the Positivismusstreit of the 1960s. (shrink)

The Frankfurt School had a highly ambivalent relation to Judaism. On one hand, they were part of that Enlightenment tradition that opposed authority, tradition, and all institutions of the past -- including religion. They were also, for the most part, secular Jews who did not support any organized religion, or practice religious or cultural Judaism. In this sense, they were in the tradition of Heine, Marx, and Freud for whom Judaism was neither a constitutive feature of their life (...) or work, nor a significant aspect of their self-image and identity. (shrink)

Martin Jay has provided a substantial new preface for this edition, in which he reflects on the continuing relevance of the work of the Frankfurt School.

This volume examines the ways in which the authors of the early Frankfurt School criticized, adopted and modified traditional forms of religious thought and practice. Focusing on the works of Theodor W. Adorno, Walter Benjamin, Erich Fromm, Max Horkheimer, Otto Kirchheimer and Franz Neumann, it analyzes the relevance of religious traditions and of the Enlightenment critique of religion for modern conceptions of emancipatory thought, art, law, and politics.