The Frankfurt School and Its Writers/Introduction to Literary Theory
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Literary Criticism and Theory in the African Novel
LITERARY CRITICISM AND THEORY IN THE AFRICAN NOVEL: . CIDNUAACBEBE AND ALI MAZRUI by AyoMamudu 'It simply dawned on me two mommgs ago that a novelist must listen to his characters who after all are created to wear the shoe and point the writer where it pinches' - lkem in achebe's Antbllls of the Savannah The successful creative writer is also in an obvious and fundamental sense a critic; he possesses the critical awareness and carries out the self-criticism without which a work of art of respectable quality cannot be produced. Indeed, T.S. Eliot, as is well-known. was led to opine that "it is to be expected that the critic and the creative artist should frequently be the same person" .1 In contemporacy Africa, the view is widely held that the creative sensibility is other than and superior to the critical; and, in the tradition of the wide-spread and age-long "dispute" between writers and critics. that the critic is a junior partner (to the writer), even a parasite.2 Yet the evidence is abundant that some of Africa's leading writers have also produced considerable and compelling criticism: Achebe, Ngugi and Soyinka, to name a few. Their independent criticalworks aside, African writers have continued in their creative works to give information and shed light on critical and literary theory. The special attraction ofthis practice ofembedding, hinting at or discussing critical and literary ideas or views in creative writing is that the cut and thrust of contemporacy critical debates. the shifting sands of critical taste and fashion, and the interweaving of personal.opinion and public demands are gathered up and sifted through the imaginative process and the requirements ofthe particular literacy genre; its greatest danger is to be expected from a disregard for the imperatives of form. -
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. -
Philosophy, Theory, and Literature
STANFORD UNIVERSITY PRESS PHILOSOPHY, THEORY, AND LITERATURE 20% DISCOUNT NEW & FORTHCOMING ON ALL TITLES 2019 TABLE OF CONTENTS Redwood Press .............................2 Square One: First-Order Questions in the Humanities ................... 2-3 Currencies: New Thinking for Financial Times ...............3-4 Post*45 ..........................................5-7 Philosophy and Social Theory ..........................7-10 Meridian: Crossing Aesthetics ............10-12 Cultural Memory in the Present ......................... 12-14 Literature and Literary Studies .................... 14-18 This Atom Bomb in Me Ordinary Unhappiness Shakesplish The Long Public Life of a History in Financial Times Asian and Asian Lindsey A. Freeman The Therapeutic Fiction of How We Read Short Private Poem Amin Samman American Literature .................19 David Foster Wallace Shakespeare’s Language Reading and Remembering This Atom Bomb in Me traces what Critical theorists of economy tend Thomas Wyatt Digital Publishing Initiative ....19 it felt like to grow up suffused with Jon Baskin Paula Blank to understand the history of market American nuclear culture in and In recent years, the American fiction Shakespeare may have written in Peter Murphy society as a succession of distinct around the atomic city of Oak Ridge, writer David Foster Wallace has Elizabethan English, but when Thomas Wyatt didn’t publish “They stages. This vision of history rests on ORDERING Tennessee. As a secret city during been treated as a symbol, an icon, we read him, we can’t help but Flee from Me.” It was written in a a chronological conception of time Use code S19PHIL to receive a the Manhattan Project, Oak Ridge and even a film character. Ordinary understand his words, metaphors, notebook, maybe abroad, maybe whereby each present slips into the 20% discount on all books listed enriched the uranium that powered Unhappiness returns us to the reason and syntax in relation to our own. -
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. -
“English”: the Influence of British and American Thought on His Philosophy Written by Thomas H
Book Review Nietzsche and the “English”: The Influence of British and American Thought on His Philosophy written by Thomas H. Brobjer (New York: Humanities Books, 2008) reviewed by Martine Prange (University of Amsterdam & Maastricht University) ietzsche did not know English well and he Nnever visited the British Isles. He accused ‘the small-spiritedness of England’ to be ‘now the great danger on Earth’ and he dismissed the English for be- ing ‘no philosophical race’ (BGE 252). Nevertheless, in his new book Nietzsche and the “English” (which term refers to what we now call ‘Anglo-American’ philosophy and literature), Thomas Brobjer, associ- ate professor in the History of Science and Ideas at the University of Uppsala, sets out to show that such statements conceal the fact that ‘many of Nietzsche’s favourite authors were British and American and dur- ing two extended periods of his life Nietzsche was enthusiastic about and highly interested in British and American thinking and literature, and read intensively works by and about British authors’ (12). He further claims that those readings had a much deeper impact on Nietzsche’s philosophy than recognized so far, in both negative and positive ways. On a more general level, he wants to reveal how Nietzsche worked and thought by focusing on his response to his readings. Thus, Brobjer researches what Nietzsche read, when he read it, how seriously he read it, and in which manner his readings influenced his thought. Brobjer’s claims spur curiosity. Who exactly were those British and American -
Gilles Deleuze's American Rhizome by Michelle Renae Koerner the Graduate Program in Literature
The Uses of Literature: Gilles Deleuze’s American Rhizome by Michelle Renae Koerner The Graduate Program in Literature Duke University Date:_______________________ Approved: ___________________________ Kenneth Surin, Co-Chair ___________________________ Priscilla Wald, Co-Chair ___________________________ Wahneema Lubiano ___________________________ Frederick Moten ___________________________ Michael Hardt Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Program in Literature in the Graduate School of Duke University 2010 i v iv ABSTRACT The Uses of Literature: Gilles Deleuze’s American Rhizome by Michelle Renae Koerner The Graduate Program in Literature Duke University Date:_______________________ Approved: ___________________________ Kenneth Surin, Co-Chair ___________________________ Priscilla Wald, Co-Chair ___________________________ Wahneema Lubiano ___________________________ Frederick Moten ___________________________ Michael Hardt An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Program in Literature in the Graduate School of Duke University 2010 Copyright by Michelle Renae Koerner 2010 Abstract “The Uses of Literature: Gilles Deleuze’s American Rhizome” puts four writers – Walt Whitman, Herman Melville, George Jackson and William S. Burroughs – in conjunction with four concepts – becoming-democratic, belief in the world, the line of flight, and finally, control societies. The aim of this -
Critical Theory of Herbert Marcuse: an Inquiry Into the Possibility of Human Happiness
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1986 Critical theory of Herbert Marcuse: An inquiry into the possibility of human happiness Michael W. Dahlem The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Dahlem, Michael W., "Critical theory of Herbert Marcuse: An inquiry into the possibility of human happiness" (1986). Graduate Student Theses, Dissertations, & Professional Papers. 5620. https://scholarworks.umt.edu/etd/5620 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. COPYRIGHT ACT OF 1976 This is an unpublished manuscript in which copyright sub s is t s, Any further reprinting of its contents must be approved BY THE AUTHOR, Mansfield Library U n iv e rs ity o f Montana Date :_____1. 9 g jS.__ THE CRITICAL THEORY OF HERBERT MARCUSE: AN INQUIRY INTO THE POSSIBILITY OF HUMAN HAPPINESS By Michael W. Dahlem B.A. Iowa State University, 1975 Presented in partial fulfillment of the requirements for the degree of Master of Arts University of Montana 1986 Approved by Chairman, Board of Examiners Date UMI Number: EP41084 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
122520182414.Pdf
Archive of SID University of Tabriz-Iran Journal of Philosophical Investigations ISSN (print): 2251-7960/ (online): 2423-4419 Vol. 12/ No. 24/ fall 2018 Postmodernism, Philosophy and Literature* Hossein Sabouri** Associate Professor, University of Tabriz, Iran Abstract No special definite definition does exist for postmodernism however it has had an inordinate effect on art, architecture, music, film, literature, philosophy, sociology, communications, fashion, and technology. The main body of this work can be seen as an admiration and reverence for the values and ideals associated with postmodern philosophy as well as postmodern literature. , I have argued that postmodern has mainly influenced philosophy and literature and they are recognized and praised for their multiplicity. Postmodernism might seem exclusive in its work, its emphasis on multiplicity and the decentered subject makes very uncomfortable reading for traditional theorists or philosophers. It rejects western values and beliefs as only small part of the human experience and it rejects such ideas, beliefs, culture and norms of the western. Integrity is fragmented apart into unharmonious narratives which lead to a shattering of identity and an overall breakdown of any idea of the self. Relativism and Self- reflexivity have replaced self-confidence due to the postmodern belief that all representation distorts reality. I have also referred that in a sense; postmodernism is a part of modernism we find the instantaneous coexistence of these two methods of expression and thinking, especially in visual arts and literature. Key words: Postmodernism, modernism, Philosophy, Literature, self, relativism, * Received date: 2018/07/15 Accepted date: 2018/09/26 ** E-mail: [email protected] www.SID.ir Archive of SID272/ Philosophical Investigations, Vol. -
Cultural Marxism and Cultural Studies Douglas Kellner
Cultural Marxism and Cultural Studies Douglas Kellner (http://www.gseis.ucla.edu/faculty/kellner/) Many different versions of cultural studies have emerged in the past decades. While during its dramatic period of global expansion in the 1980s and 1990s, cultural studies was often identified with the approach to culture and society developed by the Centre for Contemporary Cultural Studies in Birmingham, England, their sociological, materialist, and political approaches to culture had predecessors in a number of currents of cultural Marxism. Many 20th century Marxian theorists ranging from Georg Lukacs, Antonio Gramsci, Ernst Bloch, Walter Benjamin, and T.W. Adorno to Fredric Jameson and Terry Eagleton employed the Marxian theory to analyze cultural forms in relation to their production, their imbrications with society and history, and their impact and influences on audiences and social life. Traditions of cultural Marxism are thus important to the trajectory of cultural studies and to understanding its various types and forms in the present age. The Rise of Cultural Marxism Marx and Engels rarely wrote in much detail on the cultural phenomena that they tended to mention in passing. Marx’s notebooks have some references to the novels of Eugene Sue and popular media, the English and foreign press, and in his 1857-1858 “outline of political economy,” he refers to Homer’s work as expressing the infancy of the human species, as if cultural texts were importantly related to social and historical development. The economic base of society for Marx and Engels consisted of the forces and relations of production in which culture and ideology are constructed to help secure the dominance of ruling social groups. -
Children's Classics Through the Lenses of Literary Theory
Children’s Classics Through The Lenses of Literary Theory Adam Georgandis Bellaire High School INTRODUCTION Literary theory is largely absent from high school English courses. While virtually all high school students read and respond to literature, few are given opportunities to analyze the works they read using established, critical methods. This curriculum unit will introduce high school students to four critical approaches, and it will ask students to apply each approach to selected works of children’s literature. Four methods of literary criticism - feminism, Marxism, post-colonial criticism, and reader-centered criticism – are especially useful in understanding the wide variety of texts students study in high school and college English courses. Feminist criticism suggests that readers can fully comprehend works of literature only when they pay particular attention to the dynamics of gender. Many high school readers are naturally drawn to the issue of gender. In several canonical works – The Scarlet Letter and The Awakening are good examples – understanding the roles of key female characters is an important and provocative task. Our use of feminist criticism will produce interesting discussions of traditional gender roles and societal expectations in literature and in the world of daily experience. Marxist criticism suggests that readers must closely examine the dynamics of class as they strive to understand the works they read. Many students focus naturally on the issue of class when they read works which explicitly call attention to it – the novels of John Steinbeck and Richard Wright, for example. Extending this focus to works of literature which do not call particular attention to class struggle will be a challenging and potentially rewarding endeavor. -
Hermeneutics: a Literary Interpretive Art
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2019 Hermeneutics: A Literary Interpretive Art David A. Reitman The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3403 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] HERMENEUTICS: A LITERARY INTERPRETATIVE ART by DAVID A. REITMAN A master’s thesis submitted to the Graduate Faculty in Liberal Studies in partial fulfillment of the requirements for the degree of Master of Arts, The City University of New York 2019 © 2019 DAVID A. REITMAN All Rights Reserved ii Hermeneutics: A Literary Interpretative Art by David A. Reitman This manuscript has been read and accepted for the Graduate Faculty in Liberal Studies in satisfaction of the thesis requirement for the degree of Master of Arts. Date George Fragopoulos Thesis Advisor Date Elizabeth Macaulay-Lewis Executive Officer THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Hermeneutics: A Literary Interpretative Art by David A. Reitman Advisor: George Fragopoulos This thesis examines the historical traditions of hermeneutics and its potential to enhance the process of literary interpretation and understanding. The discussion draws from the historical emplotment of hermeneutics as literary theory and method presented in the Norton Anthology of Theory and Criticism with further elaboration from several other texts. The central aim of the thesis is to illuminate the challenges inherent in the literary interpretive arts by investigating select philosophical and linguistic approaches to the study and practice of literary theory and criticism embodied within the canonical works of the Anthology.