Cultural Marxism and Cultural Studies Douglas Kellner
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Thejudaic Element in the Teachings of the Frankfurt School
The Judaic Element in the Teachings of the Frankfurt School BY JUDITH MARCUS AND ZOLTAN TAR INTRODUCTION j In dealing with the question of the Judaic element in the teachings of the Frankfurt School, one does well to proceed as the Hebrew script does, that is, from right to left.* First, there should be a highly compressed account ofwhat on or publication of the Frankfurt School was about, and, second, an explanation ofwhat is meant by the teachings of the Frankfurt School, that is, the theoretical content of the School. Finally, we take up the main business at hand, that is, the examination of the Judaic element in the work of three Frankfurt School theorists: Max Horkheimer, Theodor Wiesengrund Adorno and Erich Fromm. Even in the case ofsuch a relatively modest and at times descriptive task as personal use only. Citati this has to be, a social scientist and historian of ideas is bound to refer to the rums. Nutzung nur für persönliche Zwecke. methodology applied. The approach will follow several lines of investigation, tten permission of the copyright holder. most notably that of the sociology of knowledge, i.e., the "existential determination of ideas" approach. If Hegel is right in saying that "to comprehend what is, is the task of philosophy [and] whatever happens, every individual is a child of his time; and philosophy is [but] its own time comprehended in thought",' then this is particularly true of the thinkers of the Frankfurt School. We might add to Hegel's dictum that each social philosophy is and remains limited and/or influenced by the historical conditions, and, subjectively, by the physical and mental constitution of its originator. -
Civilization Studies 1
Civilization Studies 1 Civilization Studies Civilization studies provide an in-depth examination of the development and accomplishments of one of the world's great civilizations through direct encounters with significant and exemplary documents and monuments. These sequences complement the literary and philosophical study of texts central to the humanities sequences, as well as the study of synchronous social theories that shape basic questions in the social science sequences. Their approach stresses the grounding of events and ideas in historical context and the interplay of events, institutions, ideas, and cultural expressions in social change. The courses emphasize texts rather than surveys as a way of getting at the ideas, cultural patterns, and social pressures that frame the understanding of events and institutions within a civilization. And they seek to explore a civilization as an integrated entity, capable of developing and evolving meanings that inform the lives of its citizens. Unless otherwise specified, courses should be taken in sequence. Note the prerequisites, if any, included in the course description of each sequence. Some civilization sequences are two-quarter sequences; others are three- quarter sequences. Students may meet a two-quarter civilization requirement with two courses from a three- quarter sequence. Because civilization studies sequences offer an integrated, coherent approach to the study of a civilization, students cannot change sequences. Students can neither combine courses from a civilization sequence with a freestanding course nor combine various freestanding courses to create a civilization studies sequence. Students who wish to use such combinations are seldom granted approval to their petitions, including petitions from students with curricular and scheduling conflicts who have postponed meeting the civilization studies requirement until their third or fourth year in the College. -
NATURE, SOCIOLOGY, and the FRANKFURT SCHOOL by Ryan
NATURE, SOCIOLOGY, AND THE FRANKFURT SCHOOL By Ryan Gunderson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Sociology – Doctor of Philosophy 2014 ABSTRACT NATURE, SOCIOLOGY, AND THE FRANKFURT SCHOOL By Ryan Gunderson Through a systematic analysis of the works of Max Horkheimer, Theodor W. Adorno, Herbert Marcuse, and Erich Fromm using historical methods, I document how early critical theory can conceptually and theoretically inform sociological examinations of human-nature relations. Currently, the first-generation Frankfurt School’s work is largely absent from and criticized in environmental sociology. I address this gap in the literature through a series of articles. One line of analysis establishes how the theories of Horkheimer, Adorno, and Marcuse are applicable to central topics and debates in environmental sociology. A second line of analysis examines how the Frankfurt School’s explanatory and normative theories of human- animal relations can inform sociological animal studies. The third line examines the place of nature in Fromm’s social psychology and sociology, focusing on his personality theory’s notion of “biophilia.” Dedicated to 바다. See you soon. iii ACKNOWLEDGEMENTS I owe my dissertation committee immense gratitude for offering persistent intellectual and emotional support. Linda Kalof overflows with kindness and her gentle presence continually put my mind at ease. It was an honor to be the mentee of a distinguished scholar foundational to the formation of animal studies. Tom Dietz is the most cheerful person I have ever met and, as the first environmental sociologist to integrate ideas from critical theory with a bottomless knowledge of the environmental social sciences, his insights have been invaluable. -
Feminist Theory and the Frankfurt School: Introduction
wendy brown Feminist Theory and the Frankfurt School: Introduction Feminism is a revolt against decaying capitalism. —Marcuse There is a quaintness to Herbert Marcuse’s manifesto on behalf of “feminist socialism,” here reprinted for the first time since its appearance thirty years ago in Women’s Studies. It is not only an open- hearted and hopeful little effort at theoretically codifying the expansive revolutionary promise of the second wave of the Women’s Movement, a promise that would soon be dashed from within and without. Marcuse’s political and philosophical assumptions were also vulnerable to emerg- ing postfoundational critiques of the humanist subject, progressive his- toriography, and their entailments: essentialized identities, totalizing identities, undeconstructed binary oppositions, faith in emancipation, and revolution. Openhearted, hopeful, vulnerable, imaginative, revolution- ary: precisely the qualities Marcuse thought feminism brought to the unyielding and ultimately unemancipatory rationality of a masculinist radical politics, on the one hand, and a dreamless liberal egalitarianism, on the other. This unemancipatory rationality was the terrain that the Frankfurt School worked from every direction, as it upturned the myth of Volume 17, Number 1 doi 10.1215/10407391-2005-001 © 2006 by Brown University and d i f f e r e n c e s : A Journal of Feminist Cultural Studies Downloaded from http://read.dukeupress.edu/differences/article-pdf/17/1/1/405311/diff17-01_02BrownFpp.pdf by guest on 29 September 2021 Feminist Theory and the Frankfurt School Enlightenment reason, integrated psychoanalysis into political philosophy, pressed Nietzsche and Weber into Marx, attacked positivism as an ideology of capitalism, theorized the revolutionary potential of high art, plumbed the authoritarian ethos and structure of the nuclear family, mapped cultural and social effects of capital, thought and rethought dialectical materialism, and took philosophies of aesthetics, reason, and history to places they had never gone before. -
Cannabis (Sub)Culture, the Subcultural Repository, and Networked Mediation
SIMULATED SESSIONS: CANNABIS (SUB)CULTURE, THE SUBCULTURAL REPOSITORY, AND NETWORKED MEDIATION Nathan J. Micinski A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2014 Committee: Ellen Berry, Advisor Rob Sloane © 2014 Nathan Micinski All Rights Reserved iii ABSTRACT Ellen Berry, Advisor Subcultural theory is traditionally rooted in notions of social deviance or resistance. The criteria for determining who or what qualifies as subcultures, and the most effective ways to study them, are based on these assumptions. This project seeks to address these traditional modes of studying subcultures and discover ways in which their modification may lead to new understandings and ways of studying subcultures in the contemporary moment. This will be done by suggesting a change in the criteria of examining subcultures from that of deviance or resistance to identification with a collection of images, symbols, rituals, and narratives. The importance of this distinction is the ability to utilize the insights that studying subcultures can offer while avoiding the faults inherent in speaking for or at a subculture rather than with or from it. Beyond addressing theoretical concerns, this thesis aims to apply notions of subcultural theory to study the online community of Reddit, in particular, a subset known as r/trees–a virtual repository for those images, symbols, rituals, and narratives of cannabis subculture. R/trees illustrates the life and vibrancy of a unique subcultural entity, which to this point has evaded a cultural studies analysis. To that end, this project advocates for the importance of the cultural studies approach to analyzing cannabis subculture and further, to insert the findings of this study into that gap in the literature. -
Central Problems in Cultural Studies
Central Problems in Cultural Studies 1 Language and Material For Marxism, culture is a corporeal force locked into the socially organized production of the material conditions of existence. Marxism has argued that the material mode of production is ‘the real foundation’ of cultural superstructures. That is, the material – understood here as the economic – determines the cultural. However, this orthodox reading of Marx proved to be too mechanical and deterministic in exploring the specific features of culture. Consequently, the narrative of cultural studies involves a distancing of itself from Marxist reductionism. Instead, the analysis of the autonomous logic of language, culture, representation and consumption was placed in the foreground. – Barker, pp. 25-26 2 The Textual Character of Culture Most students of cultural studies are aware that culture can be read as a text, using concepts like signification, code or discourse. However, an emphasis on structuralist and poststructuralist accounts of signification has sometimes led cultural studies to reify language as a ‘thing’ or ‘system’ rather than grasp it as a social practice. – Barker, p. 26 3 The metaphor of culture as ‘like a language’ has a great deal to recommend it. However, there is also much to be gained by describing culture in terms of practices, routines and spatial arrangements. Not only is language always embedded in practice, but also all practices signify. Further, the identification of textual codes and subject positions does not guarantee that the proscribed meanings are ‘taken up’ by concrete persons in daily life (see Ang, 1985; Morley, 1992). – Barker, p. 26 4 The Location of Culture For Raymond Williams (1981, 1983) culture is located, for all intents and purposes, within flexible but identifiable boundaries. -
Frank Farmer Dialogue and Critique: Bakhtin and the Cultural Studies Writing Classroom
4farmer.fm Page 186 Wednesday, April 8, 1998 8:12 AM Frank Farmer Dialogue and Critique: Bakhtin and the Cultural Studies Writing Classroom I repeated the line, “the idea was so simple, anyone could [have] thought of it, but it was so obvious that it never occurred to me.” I said that this was what a cultural critic needed to be able to do: to notice those simple-seeming, obvious things that usually go unnoticed. I said that this was what cultural theory was good for, helping us to see what is ordinarily invisible to the people who are actually members of the culture being studied. I said I thought this writer had understood that concept, and had become a cultural critic. —Kathleen Dixon (112) n the excerpt above, Kathleen Dixon re- peats what she obviously feels to be a crucial I line from one of her student’s papers, a line that expresses the kind of epiphany that would be pleasing to any writing teacher, but perhaps especially gratifying to those writing teachers who employ a cultural studies perspective in their classrooms. This is so be- cause insight for the cultural studies teacher is not simply a fortuitous, cur- sory moment in the process of rhetorical invention but is, indeed, the very heart of cultural critique. I would like to suggest further, that what Dixon reveals in this passage may well be the central dilemma faced by instructors who teach from a cultural studies perspective—namely, the difficulty in making a liberatory Frank Farmer is an associate professor of English at East Carolina University where he teaches writing and graduate courses in rhetorical theory and history. -
Theory, Totality, Critique: the Limits of the Frankfurt School Critical Theory, Marxism and Modernity
Studies in 20th Century Literature Volume 16 Issue 1 Special Issue on Contemporary Spanish Article 11 Poetry: 1939-1990 1-1-1992 Theory, Totality, Critique: The Limits of the Frankfurt School Critical Theory, Marxism and Modernity Philip Goldstein University of Delaware Follow this and additional works at: https://newprairiepress.org/sttcl Part of the German Literature Commons, and the Modern Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Goldstein, Philip (1992) "Theory, Totality, Critique: The Limits of the Frankfurt School Critical Theory, Marxism and Modernity," Studies in 20th Century Literature: Vol. 16: Iss. 1, Article 11. https://doi.org/ 10.4148/2334-4415.1297 This Review Essay is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Studies in 20th Century Literature by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Theory, Totality, Critique: The Limits of the Frankfurt School Critical Theory, Marxism and Modernity Abstract Theory, Totality, Critique: The Limits of the Frankfurt School Critical Theory, Marxism and Modernity by Douglas Kellner. Keywords Frankfurt School, WWII, Critical Theory Marxism and Modernity, Post-modernism, society, theory, socio- historical perspective, Marxism, Marxist rhetoric, communism, communistic parties, totalization, totalizing approach This review essay is available in Studies in 20th Century Literature: https://newprairiepress.org/sttcl/vol16/iss1/11 Goldstein: Theory, Totality, Critique: The Limits of the Frankfurt School Cr Review Essay Theory, Totality, Critique: The Limits of the Frankfurt School Philip Goldstein University of Delaware Douglas Kellner, Critical Theory, Marxism and Modernity. -
Descriptive Translation Studies and the Cultural Turn
Descriptive Translation Studies and the Cultural Turn Dominic Castello Master of Arts in Applied Linguistics Module 5 Assignment November 2014 ELAL College of Arts & Law University of Birmingham Edgbaston Birmingham B15 2TT United Kingdom ITS/14/04 Discuss the changes undergone by Descriptive Translation Studies as a result of the influence of Cultural Studies in the late 1980s and early 1990s. 1 TABLE OF CONTENTS 1.0 Introduction 3 2.0 Translation before the cultural turn 3 2.1 Descriptive Translation Studies 4 2.2 The descriptive approach 4 3.0 Culture and translation 5 3.1 External influences on translation 5 3.2 Defining the cultural turn 6 4.0 New theories: translation as rewriting 7 4.1 The politics of translation: patronage and poetics 7 4.2 Post-colonial studies: a definition 9 4.2.1 The position of the translator in post-colonial studies 9 5.0 The contemporary landscape of translation 10 6.0 Conclusion 11 7.0 References 13 2 1.0 Introduction The study of translation has, for much of its history, been perceived as a subordinate art whose remit existed outside the scholarly domains of linguistics (Fozooni 2006). The narrow band of concerns that formed the conventional focus in the study of translation behaviour has typically related almost exclusively to the authenticity of a given translation – evaluations of faithfulness and of whether translations were ‘definitive’ (Bassnett and Lefevere 1990; Xie 2009; Dinçel 2012). However, the past three decades or so have seen a broadening of scope in translation research that has extended it well outside of its traditional realm. -
The Straightedge Subculture on the Internet: a Case Study
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2003 The Straightedge Subculture on the Internet: A Case Study James Patrick Williams University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Sociology Commons Recommended Citation Williams, James Patrick, "The Straightedge Subculture on the Internet: A Case Study. " PhD diss., University of Tennessee, 2003. https://trace.tennessee.edu/utk_graddiss/2358 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by James Patrick Williams entitled "The Straightedge Subculture on the Internet: A Case Study." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Sociology. , Major Professor We have read this dissertation and recommend its acceptance: Thomas C. Hood, Suzanne B. Kurth, Sherry Cable, Handel Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by J. Patrick Williams entitled “The Straightedge Subculture on the Internet: A Case Study.” I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Sociology. -
ED351735.Pdf
DOCUMENT RESUME ED 351 735 CS 508 010 AUTHOR Min, Eung-Jun TITLE Can Political Economy of Communication Be Incorporated with Cultural Studies in Postmodern Era? PUB DATE Nov 92 NOTE 28p. PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Information Analyses (070) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Cross Cultural Studies; *Cultural Context; *Culture; *Ideology; Marxian Analysis; *Mass Media; Media Research; *Social Class IDENTIFIERS *Bourdieu (Pierre); Intertextuality; Postmodernism; Theoretical Orientation ABSTRACT While not attempting to review and criticize the whole body of research of the French sociologist Pierre Bourdieu, this paper explores the applicability of his theory of culture to one of the critical theories of mass communication, namely cultural studies. The paper discusses political economy and Bourdieu's economic rationality and presents an overview of Bourdieu's sociology of culture. The paper compares the two theories within four concepts which are regarded as the central notions of cultural studies: culture, class, ideology, and intertextuality. The paper concludes that Bourdieu's sociology, especially the analysis of the relations between economic capital and cultural capital, would be a way of resolving the lack of political economic aspect of cultural studies. One hundred thirty-three references are attached. (RS) ********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** -
Cultural Theory and Popular Culture by John Storey
CUL T CULTURAL FIFTH EDITION U FIFTH EDITION R THEORYAND JOHN STOREY AL POPULAR THEORY CULTURE AN INTRODUCTION AN CULTURAL D In this fifth edition of his successful Cultural Theory and Popular Culture: An Introduction, John Storey has extensively revised the text throughout. As before, the book presents a clear and critical survey P of competing theories of and various approaches to popular culture. O PULA Retaining the accessible approach of previous editions, and using relevant and appropriate examples from the texts and practices of popular culture, this new edition remains a key introduction to the area. AND R THEORY NEW TO THIS EDITION CUL • Extensively revised, rewritten and updated • Improved and expanded content throughout including: • New chapter on ‘Race’, racism and representation T U • New sections on the Panoptic Machine and Convergence Culture RE • Continued explicit links to the new edition companion reader Cultural Theory and Popular Culture: A Reader POPULAR • More illustrative diagrams and images AN INTRODUCTION • Fully revised, improved and updated companion website at www.pearsoned.co.uk/storey providing practice questions and extension activities, as well as annotated links to relevant sites on the web and further reading, and a glossary of key terms, to promote further understanding of the study of cultural theory and popular culture The new edition remains essential reading for undergraduate and postgraduate students of cultural studies, media studies, communication studies, the sociology of culture, popular culture and other related subjects. CULTURE JOHN STOREY is Professor of Cultural Studies and Director of the Centre for Research in Media and Cultural Studies at the University of Sunderland.