Results for 'Frankfurt school of sociology'

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  1. What Can Philosophers Offer Social Scientists?; or The Frankfurt School and its Relevance to Social Science: From the History of Philosophical Sociology to an Examination of Issues in the Current EU.Mason Richey - 2008 - International Journal of Interdisciplinary Social Sciences 3 (6):63-72.
    This paper presents the history of the Frankfurt School’s inclusion of normative concerns in social science research programs during the period 1930-1955. After examining the relevant methodology, I present a model of how such a program could look today. I argue that such an approach is both valuable to contemporary social science programs and overlooked by current philosophers and social scientists.
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  2.  37
    Max Horkheimer and the Foundations of the Frankfurt School.John Abromeit - 2011 - Cambridge University Press.
    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 (...)
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  3. The Frankfurt School's Critique of Karl Mannheim and the Sociology of Knowledge.Martin Jay - 1974 - Telos: Critical Theory of the Contemporary 20:72.
     
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  4.  16
    The Discourse of Domination: From the Frankfurt School to Postmodernism.Ben Agger - 1992 - Northwestern University Press.
    The Discourse of Domination tackles nothing less than the challenge of giving critical theory a new grip on current problems, and restoring the left's faith in the possibility of enlightened social change.
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  5.  23
    The Frankfurt School's Critique of Karl Mannheim and the Sociology of Knowledge.M. Jay - 1974 - Télos 1974 (20):72-89.
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  6. The Political Philosophy of the Frankfurt School.George Friedman - 1981
     
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  7. The Frankfurt School and the Young Habermas: Traces of an Intellectual Path (1956–1964).Luca Corchia - 2015 - Journal of Classical Sociology 15 (1):191-208.
    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 (...)
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  8. Reason, Tradition, and the Good: Macintyre's Tradition-Constituted Reason and Frankfurt School Critical Theory.Jeffery Nicholas - 2012 - University of Notre Dame Press.
    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.
     
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  9. The Early Frankfurt School and Religion.Margarete Kohlenbach & Raymond Geuss (eds.) - 2005 - Palgrave-Macmillan.
    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.
     
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  10.  23
    Levinas, the Frankfurt School, and Psychoanalysis.C. Fred Alford - 2002 - Wesleyan University Press.
    '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 ...
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  11.  14
    Manifesto of the Critical Theory of Society and Religion: The Wholly Other, Liberation, Happiness and the Rescue of the Hopeless.Rudolf J. Siebert - 2010 - Brill.
    The Manifesto develops further the Critical Theory of Religion intrinsic to the Critical Theory of Society of the Frankfurt School into a new paradigm of the Psychology, Sociology, Philosophy and Theology of Religion.
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  12.  76
    The Opposite of Totality: Levinas and the Frankfurt School[REVIEW]C. Fred Alford - 2002 - Theory and Society 31 (2):229-254.
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  13.  41
    Frankfurt School: Institute for Social Research.Dustin Garlitz & Hans-Herbert Kögler - 2015 - In James D. Wright (ed.), International Encyclopedia of the Social and Behavioral Sciences (Second Edition). Elsevier.
    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 (...)
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  14.  12
    Pluralism and the Pragmatic Turn: The Transformation of Critical Theory, Essays in Honor of Thomas Mccarthy.William Rehg & James Bohman (eds.) - 2001 - MIT Press.
    The essays in this volume reflect on and expand Frankfurt School critical theory as reformulated after World War II by Karl-Otto Apel, Jürgen Habermas, and others. Frankfurt School critical theory since the pragmatic turn has become a richer source of critical analysis that is at the same time socially and politically more effective. The essays are dedicated to Thomas McCarthy, who has done perhaps more than any other scholar to introduce English-speaking audiences to contemporary German critical (...)
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  15.  21
    The Theory of Recognition in the Frankfurt School.Timo Jütten - 2018 - In Axel Honneth, Espen Hammer & P. Gordon (eds.), The Routledge Companion to the Frankfurt School. Routledge. pp. 82-94.
    This chapter introduces Axel Honneth's theory of recognition and discusses some criticisms of it, especially in relation to the third dimension of recognition and its relationship to the market economy.
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  16.  16
    The Idea of a Critical Theory: Habermas and the Frankfurt School.Howard N. Tuttle - 1984 - Review of Metaphysics 37 (4):848-849.
    The work under consideration is a purported explication of the Frankfurt School of German philosophy. Geuss's focus is on the thought of Jurgen Habermas, who is the most distinguished member of the group. This school, which also includes such members as the early Marcuse, Horkheimer, Adorno, and Wellmer, has attempted to develop those elements of historicism which were first generated by Hegel. They also attempt to form a "critical theory" which allows for the empirical observation of the (...)
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  17.  43
    Introduction to Sociology.Theodor W. Adorno - 2002 - Polity..
    Introduction to Sociology distills decades of distinguished work in sociology by one of this century’s most influential thinkers in the areas of social theory ...
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  18.  24
    The Frankfurt School and the Problem of Social Rationality in Thorstein Veblen.Rick Tilman - 1999 - History of the Human Sciences 12 (1):91-109.
    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 (...)
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  19. Skepticism, Modernity, and Critical Theory.Philip Walsh - 2005 - Palgrave-Macmillan.
    This book examines the issue of philosophical skepticism in the light of its relevance for the critique of modernity associated with the Frankfurt School. It situates the problem of skepticism in the context of the history of philosophy and explores its significance for the modern crisis of reason, as manifested in post-Kantian philosophy, which presaged the critical turn toward social theory.
     
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  20.  34
    The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950.Martin Jay - 1973 - University of California Press.
    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.
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  21. Revisiting the Dialectic of Environment: Nature as Ideology and Ethics in Adorno and the Frankfurt School.Eric S. Nelson - 2011 - Télos 2011 (155):105-126.
    As a contribution to a critical yet responsive materialist ethics of environments and animals, I reexamine the significance of nature and animals in the critical social theory of Theodor Adorno. In response to the anthropocentric primacy of intersubjective discourse and recognition in recent figures associated with the Frankfurt School, such as Habermas and Honneth, I argue for the ecological import of the aporetic dialectic of nature and society diagnosed in Adorno and Horkheimer’s Dialectic of Enlightenment and Adorno’s later (...)
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  22.  53
    Morality and Critical Theory: On the Normative Problem of Frankfurt School Social Criticism.James Gordon Finlayson - 2009 - Télos 2009 (146):7-41.
    I. The Problem of Normative Foundations: Habermas's Original Criticism of Adorno and Horkheimer In The Theory of Communicative Action, Jürgen Habermas writes:From the beginning, critical theory labored over the difficulty of giving an account of its own normative foundations …1Call this Habermas's original objection to the problem of normative foundations. It has been hugely influential both in the interpretation and assessment of Frankfurt School critical theory and in the development of later variants of it. Nowadays it is a (...)
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  23.  29
    The Contemporary Frankfurt School's Eurocentrism Unveiled: The Contribution of Amy Allen.Claudia Leeb, Robert Nichols, Yves Winter & Amy Allen - 2018 - Political Theory 46 (5):772-800.
    I review Amy Allen's Book: The End of Progress: Decolonizing the Normative Foundations of Critical Theory (2016) as part of a Review Symposium: -/- 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 (...)
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  24.  74
    Political Theory, Critical Theory, and the Place of the Frankfurt School.Dick Howard - 2000 - Critical Horizons 1 (2):271-280.
    This paper explores the paradox of the Frankfurt School's Critical Theory where the notion of "critical theory" became identified with aesthetics and asks whether the disappearance of the political dimension of critical theory was necessary.This disappearance of the political also presents some uncomfortable affinities between it and postmodernism. But in the more sober world after 1989, post-communism poses more relevant questions than post-modernism for an assessment of the history of the Frankfurt School.The political project of the (...)
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  25. The Terms of Cultural Criticism: The Frankfurt School, Existentialism, Poststructuralism.Richard Wolin - 1995 - Columbia University Press.
    Despite their differences in origin, the three influential schools of twentieth-century continental cultural criticism--the Frankfurt School, existentialism, and poststructuralism--have long been treated as an ensemble and with critical hesitancy. Examining these schools as responses to the apparent collapse of Western civilization in the twentieth-century and as formidable intellectual challenges to the cultural legacies of the Enlightenment, this book provides a productive base for criticism and broadens our understanding of their histories and reception.
     
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  26.  8
    Reason, Tradition, and the Good: Alasdair MacIntyre's Reason of Tradition and Frankfurt School Critical Theory.Jeffery L. Nicholas - unknown
    In Reason, Tradition, and the Good, Jeffery L. Nicholas addresses the failure of reason in modernity to bring about a just society, a society in which people can attain fulfillment. Developing the critical theory of the Frankfurt School, Nicholas argues that we rely too heavily on a conception of rationality that is divorced from tradition and, therefore, incapable of judging ends. Without the ability to judge ends, we cannot engage in debate about the good life or the proper (...)
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  27.  99
    The Frankfurt School and the Social Conceptions of the Contemporary Petty-Bourgeois Left-Radical Movement.B. N. Bessonov - 1986 - Russian Studies in Philosophy 24 (4):3-46.
    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, (...)
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  28.  30
    Philosophy and Science in the Social Theory of the Frankfurt School.Halina Walentowicz & Maciej Bańkowski - 2009 - Dialogue and Universalism 19 (3-5):209-225.
    The present essay focuses on the Frankfurt School’s views on relations between philosophy and science. The author specifically concentrates on Horkheimer, the School’s leader, and Habermas, its most prominent contemporary representative. In her reconstruction of the Frankfurt School’s approach to the dependencies between philosophy and science the author—similarly to the Frankfurt theoreticians—abstains from treating it abstractly, instead placing it in its social and historiosophical context. The essay’s leading thesis is that the Frankfurt (...) sees philosophical self-reflection as a remedy for the crisis in European culture, visible since the beginnings of the modern era in the rise of instrumental thinking. The author reminds that the assumption of philosophy’ primacy over science—or the primacy of wisdom over knowledge—has found avid support among philosophers of other eras and other schools of thought. (shrink)
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  29.  12
    The Problem of Art in the Social Philosophy of the Frankfurt School.Iu N. Davydov - 1985 - Russian Studies in Philosophy 24 (2):62-85.
    The fundamentals of the Frankfurt school's conception of art were expounded in Horkheimer and Adorno's book, Dialectic of Enlightenment, where the "critical theory of society" appeared in the form of a specific philosophy of history—the history of bourgeois enlightenment, whose sources the authors trace to ancient Greek mythology.
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  30. The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950.Martin Jay - 1996 - University of California Press.
    Herbert Marcuse, Erich Fromm, Max Horkheimer, Franz Neumann, Theodor Adorno, Leo Lowenthal—the impact of the Frankfurt School on the sociological, political, and cultural thought of the twentieth century has been profound. _The Dialectical Imagination_ is a major history of this monumental cultural and intellectual enterprise during its early years in Germany and in the United States. Martin Jay has provided a substantial new preface for this edition, in which he reflects on the continuing relevance of the work of (...)
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  31. Logics of Disintegration: Post-Structuralist Thought and the Claims of Critical Theory.Peter Dews - 2007 - Verso.
  32. Lukács, Marx and the Sources of Critical Theory.Andrew Feenberg - 1981 - Oxford University Press.
    This acclaimed book is the first comparative evaluation of two primary sources of the Western Marxist tradition: Marx's Economic and Philosophical Manuscripts and History and Class Consciousness by Georg Luk'acs. Andrew Feenberg offers a new interpretation of the theories of alienation and reification as the basis of a Marxist approach to the cultural contradictions of contemporary society.
     
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  33.  22
    The Frankfurt School in Exile (Review).Eric S. Nelson - 2010 - Journal of the History of Philosophy 48 (3):406-407.
    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 (...)
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  34.  4
    The Frankfurt School in Exile.Thomas Wheatland - 2009 - Univ of Minnesota Press.
    Thomas Wheatland examines the influence of the Frankfurt School, or Horkheimer Circle, and how they influenced American social thought and postwar German sociology.
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  35.  13
    The Recent Work of Jürgen Habermas: Reason, Justice and Modernity.Stephen K. White - 1991 - Philosophical Review 100 (3):530-533.
  36. The Frankfurt School and its Critics.Tom Bottomore - 2003 - Routledge.
    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 (...)
     
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  37. Zamanın Tozu: Frankfurt Okulu'nun Türkiye'deki Izleri.D. Beybin Kejanlıoğlu (ed.) - 2011 - De Ki.
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  38. The Alexander School of Cultural Sociology.Mustafa Emirbayer - 2004 - Thesis Eleven 79 (1):5-15.
    I pursue three aims in this article: (1) a contextualization of Jeffrey Alexander’s cultural sociology within the broader trajectory of his intellectual development; (2) a sketch of the key ideas of his approach to cultural analysis against the backdrop of contemporary debates regarding culture and social structure; and (3) an appreciation and critical assessment of Alexander’s program.
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  39.  25
    The Frankfurt School’s Interest in Freud and the Impact of Eros and Civilization on the Student Protest Movement in Germany: A Brief History.Peter-Erwin Jansen - 2009 - PhaenEx 4 (2):78-96.
    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.
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  40.  71
    Reconstructive Social Critique with a Genealogical Reservation: On the Idea of Critique in the Frankfurt School (Translated by Jeff Seitzer).Axel Honneth - 2000 - Graduate Faculty Philosophy Journal 22 (2):3-12.
    The juxtaposition of strong and weak critique, which is so common today, represents the somewhat fruitless attempt to bring to a head a multifaceted discussion. For years now—in fact, since the end of Marxism as an autonomous theory—there has been a question regarding the possibility of finding an appropriate standpoint for a probing critical examination of the underlying assumptions of liberal-democratic society without relying upon a philosophy of history. On the one hand, material questions play a large role in the (...)
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  41.  5
    Reconstructive Social Critique with a Genealogical Reservation: On the Idea of Critique in the Frankfurt School.Axel Honneth - 2001 - Graduate Faculty Philosophy Journal 22 (2):3-12.
    The juxtaposition of strong and weak critique, which is so common today, represents the somewhat fruitless attempt to bring to a head a multifaceted discussion. For years now—in fact, since the end of Marxism as an autonomous theory—there has been a question regarding the possibility of finding an appropriate standpoint for a probing critical examination of the underlying assumptions of liberal-democratic society without relying upon a philosophy of history. On the one hand, material questions play a large role in the (...)
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  42. The Idea of a Critical Theory: Habermas and the Frankfurt School.Raymond Geuss - 1981 - Cambridge University Press.
    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.
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  43.  9
    Reviews : Lee Harvey, Myths of the Chicago School of Sociology, Aldershot: Avebury/Gower Publishing, 1987, £23.50, Vi + 350 Pp. [REVIEW]Peter J. Mills - 1988 - History of the Human Sciences 1 (2):288-293.
  44.  39
    "The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research 1923-1950," by Martin Jay; "Critical Theory," by Max Horkheimer; "Dialectic of Enlightenment," by Max Horkheimer and Theodor W. Adomo; "Negative Dialectics," by Theodor W. Adorno; "The Jargon of Authenticity," by Theodor W. Adorno; and "The Critique of Domination," by Trent Schroyer. [REVIEW]John F. Kavanaugh - 1975 - Modern Schoolman 52 (4):427-432.
  45.  16
    The Entwinement of Reason and Violence: The Frankfurt School.Nick Smith - 1994 - Cogito 8 (3):241-248.
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  46.  16
    A.R.L. Gurland, the Frankfurt School, and the Critical Theory of Antisemitism.Kevin S. Amidon & Mark P. Worrell - 2008 - Telos: Critical Theory of the Contemporary 2008 (144):129-147.
    “Just for the record, however: I don't hate Communists.” So wrote Arcadius Rudolph Lang Gurland to his longtime friend, colleague, and collaborator Otto Kirchheimer in 1958.1 Behind this straightforward statement lay over thirty years of Gurland's experience as a passionate scholar, spokesperson, and advocate of that most dialectical of the many forms of socialist politics, revolutionary social democracy. Throughout his peripatetic life of near-constant exile in Russia, Germany, France, and the United States as student, journalist, theoretician, researcher, writer, teacher, and (...)
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  47.  18
    Between the Norm and the Exception: The Frankfurt School and the Rule of Law.William E. Scheuerman - 1997 - MIT Press.
    " -- Seyla Benhabib, Harvard University "Winner, 1996 Elaine and David Spitz Book Prize for the best book on liberal and democratic theory, Conference for the Study of Political Thought.
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  48. Political, Moral, and Critical Theory : On the Practical Philosophy of the Frankfurt School.James Gordon Finlayson - 2007 - In Brian Leiter & Michael Rosen (eds.), The Oxford Handbook of Continental Philosophy. Oxford University Press.
  49. The Marxist School of Sociology: What is Sociology in a Marxist Sense?Oleg Mandić - forthcoming - Social Research.
     
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  50.  10
    Grand Hotel Abyss: The Lives of the Frankfurt School.David Pilgrim - 2019 - Journal of Critical Realism 18 (2):216-220.
    Volume 18, Issue 2, April 2019, Page 216-220.
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