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Qu'en est-il, aujourd'hui, de la Théorie critique ? Cet ouvrage propose une plongée dans les séquences cruciales de sa formation, en retraçant la trajectoire intellectuelle de trois de ses représentants majeurs : Max Horkheimer, Jürgen Habermas et Axel Honneth. Née en tant que réponse à une défaite de portée historique, celle de la gauche face au nazisme, la Théorie critique s'est disloquée de l'intérieur.Horkheimer, confronté à l'isolement de l'exil et au délitement des fronts antifascistes, rompt avec le matérialisme historique et se réoriente vers une philosophie négative de l'histoire. Si le passage aux générations suivantes de l'"Ecole de Francfort" permet un renouvellement, il correspond aussi à une adaptation de la critique à l'ordre existant. Chez Habermas, la critique vise à élargir un espace public régi par les règles de la raison, en faisant fi des contradictions des rapports sociaux ; avec Honneth, la critique devient une thérapeutique du social ayant pour objectif de réparer un monde que l'on a renoncé à transformer.Ainsi, d'une génération à l'autre, la Théorie critique a tourné le dos à l'analyse du potentiel régressif inhérent à la modernité capitaliste. C'est avec ce projet initial que le présent nous oblige à renouer.

École de Francfort. --- Horkheimer, Max, --- Habermas, Jürgen, --- Honneth, Axel, --- Horkheimer, Max --- Habermas, Jürgen --- Honneth, Axel --- Critique et interprétation. --- Frankfurt school of sociology --- Critical theory --- Criticism and interpretation. --- Horkheimer, Max, - 1895-1973 --- Habermas, Jürgen, - 1929 --- -Honneth, Axel, - 1949 --- -École de Francfort. --- -Frankfurt school of sociology --- -Horkheimer, Max, --- Horkheimer, Max, 1895-1973 --- Habermas, Jürgen, 1929 --- -Honneth, Axel, 1949

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This book offers an archeology of the undeveloped potential of mathematics for critical theory. As Max Horkheimer and Theodor W. Adorno first conceived of the critical project in the 1930s, critical theory steadfastly opposed the mathematization of thought. Mathematics flattened thought into a dangerous positivism that led reason to the barbarism of World War II. The Mathematical Imagination challenges this narrative, showing how for other German-Jewish thinkers, such as Gershom Scholem, Franz Rosenzweig, and Siegfried Kracauer, mathematics offered metaphors to negotiate the crises of modernity during the Weimar Republic. Influential theories of poetry, messianism, and cultural critique, Handelman shows, borrowed from the philosophy of mathematics, infinitesimal calculus, and geometry in order to refashion cultural and aesthetic discourse. Drawn to the austerity and muteness of mathematics, these friends and forerunners of the Frankfurt School found in mathematical approaches to negativity strategies to capture the marginalized experiences and perspectives of Jews in Germany. Their vocabulary, in which theory could be both mathematical and critical, is missing from the intellectual history of critical theory, whether in the work of second generation critical theorists such as Jürgen Habermas or in contemporary critiques of technology. The Mathematical Imagination shows how Scholem, Rosenzweig, and Kracauer’s engagement with mathematics uncovers a more capacious vision of the critical project, one with tools that can help us intervene in our digital and increasingly mathematical present.

Mathematics --- Philosophy. --- Logic of mathematics --- Mathematics, Logic of --- Critical theory. --- Critical social theory --- Critical theory (Philosophy) --- Critical theory (Sociology) --- Negative philosophy --- Criticism (Philosophy) --- Philosophy, Modern --- Rationalism --- Sociology --- Frankfurt school of sociology --- Socialism --- Jewish philosophy --- Digital Humanities. --- German-Jewish thought. --- Kracauer. --- Rosenzweig. --- Scholem. --- The Frankfurt School. --- critical theory. --- mathematics. --- PHILOSOPHY / Movements / Critical Theory.

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We live today within a system in which state and corporate power aim to render space flat, transparent, and uniform, for only then can it be truly controlled. The gaze of power and the commodity form are capable of infiltrating even the darkest of corners, and often, we invite them into our most private spaces. We do so as a matter of convenience, but also to placate ourselves and cope with the alienation inherent in our everyday lives. The resulting dominant space can best be termed totalitarian. It is space stripped of uniqueness, deprived of the "spatial aura" necessary for authentic experience. In Totalitarian Space and the Destruction of Aura, Saladdin Ahmed sets out to help us grasp what has been lost before no trace remains. He draws attention to that which we might prefer not to see, but despite the bleakness of this indictment of reality, the book also offers a message of hope. Namely, it is only once we comprehend the magnitude of the threat to our spatial experience and our own complicity in sustaining this system that we can begin to resist the totalizing forces at work.

Space --- Totalitarianism --- Critical theory. --- Critical social theory --- Critical theory (Philosophy) --- Critical theory (Sociology) --- Negative philosophy --- Criticism (Philosophy) --- Philosophy, Modern --- Rationalism --- Sociology --- Frankfurt school of sociology --- Socialism --- Totalitarian state --- Authoritarianism --- Collectivism --- Despotism --- Dictatorship --- Fascism --- National socialism --- Metaphysics --- Philosophy. --- Political aspects. --- Social aspects.

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Ellen A. Brantlinger: When Meanings Falter and Words Fail, Ideology Matters celebrates the work of and is dedicated to the memory of Ellen A. Brantlinger, a scholar-activist who spent most of her professional career as a professor of special education at Indiana University in Bloomington, Indiana in the United States of America. Ellen was recognized internationally as an educator and critical theorist and celebrated for her incisive and unyielding critique of special education research, policy, and practice that spanned several decades. Brantlinger held that the impoverished nature of special education theory and practice was rooted to conformance with the most rigid constructs of standardization, normalcy, and its resulting inequitable outcomes for children with disabilities. When the push for educational inclusion gained currency in some quarters in the United States (mid-1980s), Brantlinger was among a handful of scholars who identified special education as the major obstacle to the inclusion of disabled students in the educational system. She was widely published in North American journals well known in special education, teacher education, multicultural education, sociology of education, urban education, school counseling, curriculum theory, qualitative education, and feminist teaching. This book offers an elaboration of the scholarly contributions made by Ellen Brantlinger to research in education, special education, inclusive education, and the early development of Disability Studies in Education. Many of its contributors move between the paradigmatic locations of special education, inclusive education, and disability studies as they consider Ellen’s influence. Contributors are: Julie Allan, Subini A. Annamma, Jessica Bacon, Alicia A. Broderick, Kathleen M. Collins, David J. Connor, Dianne L. Ferguson, Philip M. Ferguson, Amy L. Ferrel, Beth Ferri, Joanne Kim, Janette Klingner, Corrine Li, Brooke A. Moore, Emily A. Nusbaum, and Janet S. Sauer.

Women college teachers --- Special education teachers --- Educational equalization --- Critical theory --- Inclusive education --- Critical social theory --- Critical theory (Philosophy) --- Critical theory (Sociology) --- Negative philosophy --- Criticism (Philosophy) --- Philosophy, Modern --- Rationalism --- Sociology --- Frankfurt school of sociology --- Socialism --- Teachers of exceptional children --- Teachers --- Brantlinger, Ellen A.

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In Matthew’s passion narrative, the ethnoracial identity of Jesus comes into sharp focus. The repetition of the title “King of the Judeans” (ὁ βασιλεὺς τῶν Ἰουδαίων) foregrounds the politics of race and ethnicity. Despite the explicit use of terminology, previous scholarship has understood the title curiously in non-ethnoracial ways. This book takes the peculiar omission in the history of interpretation as its point of departure. It provides an expanded ethnoracial reading of the text, and poses a fundamental ideological question that interrogates the pattern in the larger context of modern biblical scholarship. Wongi Park issues a critique of the dominant narrative and presents an alternative reading of Matthew’s passion narrative. He identifies a critical vocabulary and framework of analysis to decode the politics of race and ethnicity implicit in the history of interpretation. Ultimately, the book lends itself to a broader research agenda: the destabilization of the dominant narrative of early Christianity’s non-ethnoracial origins.

Bible-Theology. --- Religion-History. --- Religion and sociology. --- Theology. --- Critical theory. --- Biblical Studies. --- History of Religion. --- Social Aspects of Religion. --- Christian Theology. --- Critical Theory. --- Critical social theory --- Critical theory (Philosophy) --- Critical theory (Sociology) --- Negative philosophy --- Criticism (Philosophy) --- Philosophy, Modern --- Rationalism --- Sociology --- Frankfurt school of sociology --- Socialism --- Christian theology --- Theology --- Theology, Christian --- Christianity --- Religion --- Religion and society --- Religious sociology --- Society and religion --- Sociology, Religious --- Sociology and religion --- Sociology of religion --- History. --- Bible --- Religious history --- Bible—Theology. --- Religion—History.