Critical Theory and the Philosophy of Education: Normativity, Social Pathologies, and Educational Justice

Tobias Lensch; Krassimir Stojanov

doi:10.14361/9783839477915

Summary

Questions about the goals, possibilities, scope and limits of education date back to ancient times. However, addressing educational issues from the perspective of the Critical Theory in the sense of the Frankfurt School is a new and still underdeveloped enterprise. From the perspectives of educational philosophy and educational sociology the contributions to this volume critically analyse highly pressing issues such as the erosion of democracies, populism, and the (im)possibility of educating individuals to become mature and autonomous. This interdisciplinary approach offers nuanced and fresh answers to questions of normative orders.

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Bibliographic data

Edition: 1/2026
Copyright Year: 2026
ISBN-Print: 978-3-8376-8204-5
ISBN-Online: 978-3-8394-7791-5
Publisher: transcript, Bielefeld
Series: Philosophie – Aufklärung – Kritik
Volume: 20
Language: English
Pages: 205
Product Type: Edited Book

Frontmatter Full access Pages 1 - 6
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Introduction Full access Pages 7 - 10
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On Civic Reality (and Other Philosophically Wicked Problems) No access Pages 13 - 30
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Affective Mis‐formation and Affective Non‑adaptation No access Pages 31 - 55
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What Truth Orientation Might Mean for a Critical Theory of Education No access Pages 57 - 68
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World‐Spiritual Impairment and the Pedagogy of Critique No access Pages 71 - 87
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Alienation of Reason No access Pages 89 - 111
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The Personalization of Emancipation No access Pages 113 - 121
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Education as an ‘Unfulfilled Promise’? No access Pages 123 - 134
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Habermas and the Educational Calling No access Pages 137 - 157
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Digital Education and the Dialectic of Enlightenment No access Pages 159 - 179
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Fear Leads to Indoctrination No access Pages 181 - 202
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