At the Policy department at the University of Birmingham Aston, Dr Calzada delivered the lecture on 'Frankfurt School and Critical Social Theory'. He underlined the importance of this third-way of approaching policy and social issues in-between Marxist and Weberian theory. Jurgen Habermas centred his main contribution and the debate around democracy, digital commons and participation.

1. Lecture
7:
Frankfurt
School
Dr
Igor
Calzada
&
Dr
Anton
Popov

2. 0.-­‐
INTRO:
The
origin
of
the
School
of
Frankfurt
and
the
CriFcal
Social
Theory

3. • School
of
Social
Theory
and
Philosophy
• Associated
with
the
Ins7tute
for
Social
Research
at
the
Goethe
University
in
Frankfurt
(Germany)
• Formed
in
the
interwar
period
in
Germany
• By
dissidents
who
were
at
home
neither
in
the
existent
capitalist,
fascist
nor
communist
systems
• Poin7ng
the
possibility
of
an
ALTERNATIVE
path
to
social
development
• They
sought
to
draw
answers
from
other
schools:
an7posi7vist
sociology,
psychoanalysis,
existencial
philosophy,
and
other
disciplines.
• Following:
Kant,
Hegel,
Marx,
Freud,
Weber
and
Lukács.

4. • Social
change
(Marx)
• CriFcal
component
of
theory:
limits
of
posiFvism,
materialism
and
determinism
(Kant)
• DialecFc
and
contradicFon
(Hegel)

5. Cri7cal
Theory
• The
Frankfurt
School’s
studies
combined
Marxist
analysis
with
Freudian
psychoanalysis
to
form
the
basis
of
what
became
known
as
“Cri7cal
Theory.”
The Frankfort School

6. The
Frankfort
School
Moved
to
America
• In
1933,
when
Nazis
came
to
power
in
Germany,
the
members
of
the
Frankfurt
School
fled.
Most
came
to
the
United
States
and
many
became
influen7al
in
American
universi7es,
headquartered
at
Columbia.
• “Cri7cal
Theory”
also
became
known
as
Cultural
Marxism.
The Coat of Arms for
Columbia University

7.
CriFcal
Theory
was
essen7ally
destruc7ve
cri7cism
of
the
main
elements
of
Western
culture,
including
Chris7anity,
capitalism,
authority,
the
family,
patriarchy,
hierarchy,
morality,
tradi7on,
sexual
restraint,
loyalty,
patrio7sm,
na7onalism,
heredity,
ethnocentrism,
conven7on
and
conserva7sm.
Cri7cal
Theorists
recognized
that
tradiFonal
beliefs
and
the
exisFng
social
structure
would
have
to
be
destroyed
and
then
replaced
with
a
“new
thinking”
that
would
become
as
much
a
part
of
elementary
consciousness
as
the
old
one
had
been.
Their
theories
took
hold
in
the
tumultuous
1960s.

8. Ins7tute
for
Social
Research
• The
first
Marxist
oriented
research
school
was
in
Europe
• Scholars
at
school
developed
a
cri7cal
theory
of
society
called
kri$sch
Therorie
which
was
designed
for
a
specific
approach
to
interpre7ng
Marxism
• This
approach
sought
to
revise
Marx’s.
Cri7que
of
capitalism
and
the
idea
that
revolu7on
was
the
best
way
to
change
the
social
and
poli7cal
structure
since
his
death
• The
first
president
of
the
school
was
Carl
Grundberg,
who
wanted
Scien7fic
Marxism
• Max
Horkheimer,
the
second
president,
wanted
a
more
philosophical
and
less
dogma7c
approach
which
was
open
to
diverse
intellectual
currents
• The
dilemma
that
the
first
genera7on
of
Cri7cal
Theorists
had
“to
reconcile
was
Marx’s
emancipatory
dream
with
the
stark
reality
of
modern
society
as
conceptualized
by
Max
Weber”
(pg.
232)

9. Ins7tute
for
Social
Research
Cont.
• The
school
was
restrained
by
Adolf
Hitler
and
had
its
Jewish
members
exiled
• School
was
relocated
to
Columbia
university
in
1934
• The
term
Cri7cal
Theory
was
coined
in
1937
(this
concept
was
ini7ally
a
type
of
code
which,
while
differen7a7ng
is
adherents
from
prevailing
forms
of
orthodoxy,
also
tended
to
veil
radical
comments
in
an
environment
that
was
hos7le
to
anything
remotely
associated
with
Marxism)
• In
1953
school
had
re-­‐established
in
post
Germany
where
they
were
s7ll
subject
to
adack
in
press
and
academia

10. Defining
Cri7cal
Theory
• There
is
no
clear
cut
defini7on
and
the
term
itself
is
confused
with
literary
cri7cism
and
other
approaches
to
social
theory
could
be
consider
cri7cal
• Cri7cal
theory
offers
a
mul7disciplinary
approach
to
society,
is
subject
to
change
but
is
rooted
in
the
dialec7cal
tradi7on
of
Marx
and
Hegel

11. Cri7cal
Theory
Cont.
• Argues
to
have
six
Marxian
tenets
associated
with
cri7cal
theory
which
are:
1. We
lie
in
a
society
dominated
by
the
capitalist
mode
of
produc7on,
and
a
society
based
on
exchange
principals
pf
value
and
profit
2. The
commodity
character
of
products
is
not
simply
determined
by
their
exchange
value,
but
by
their
being
abstractly
exchanged
though
labor
3. Capitalist
society
ensures
fe7shism
reifica7on
4. Capitalism
is
not
a
harmonious
social
world.
Contradic7ons
between
socially
generated
illusions
and
actuality
lead
to
poten7al
crisis
5. The
free
market
is
progressively
replaced
by
the
oligarchies
and
monopolis7c
mass
produc7on
of
standardized
goods
6. The
progressive
rise
on
the
organic
composi7on
of
capital
per
worker
exacerbates
the
inherently
unstable
accumula7on
processes.
In
order
to
sustain
the
process
its
protagonists
u7lize
all
means
of
available
including
imperialist
expansion

12. 1.-­‐
AUTHORS:
SOURCES

14. • The
term
arose
informally
to
describe
the
thinkers
affiliated
at
Frankfurt
Ins7tute
for
Social
Research:
– Max
Horkheimer
– Theodor
W.
Adorno
– Herbert
Marcuse
– Friedrich
Pollock
– Erich
Fromm
– Odo
Kirchheimer
– Leo
Löwenthal
– Franz
Leopold
Neumann

15. Associated:
•
Siegfried
Kracauer
•
Alfred
Sohn-­‐Rethel
•
Walter
Benjamin
Followers:
•
Jürgen
Habermas
•
Claus
Offe
•
Axel
Honneth
•
Oskar
Negt
•
Alfred
Schmidt
•
Albrecht
Wellmer

16. Antonio
Gramsci
and
Georg
Lukacs
• Gramsci
believed
that
a
“new”
person
must
be
culturally
created
before
a
Marxist
socialist
state
could
succeed.
His
focus
was
on
the
fields
of
educa7on
and
media.
• Lukacs
thought
that
exis7ng
cultural
norms
had
to
be
destroyed
in
order
to
replace
them
with
the
new,
revolu7onary
Marxist
principles.
He
said,
“I
saw
the
revolu7onary
destrucFon
of
society
as
the
one
and
only
solu7on
to
the
cultural
contradic7ons
of
the
epoch....
Such
a
worldwide
overturning
of
values
cannot
take
place
without
the
annihilaFon
of
the
old
values
and
the
crea7on
of
new
ones
by
the
revolu7onaries.”
• Together,
they
founded
The
Frankfort
School

17. The
Frankfort
School
• In
1923,
Lukacs
and
other
Marxist
intellectuals
associated
with
the
Communist
Party
of
Germany
founded
the
Ins7tute
of
Social
Research
at
Frankfurt
University
in
Frankfurt,
Germany
Georg
Lukacs
Antonio
Gramsci

18. G.W.F.
Hegel
(1931-­‐)
• Hegel’s
Phenomenology
Of
The
Mind
gave
two
important
influences
on
Cri7cal
Theory.
First,
the
cri$que
which
took
form
of
internal
or
immanent
examina7on
of
various
sources
of
decep7on,
illusion,
and
distor7on
the
mind
goes
through
on
the
journey
to
absolute
knowledge.
Second,
the
belief
that
human
history
expresses
an
immanent
telos,
which
is
the
libera7on
of
individual
and
species
from
a
system
of
constraints
of
the
peoples
own
minds.
A
key
component
to
understanding
Hegel
is
that
he
assumes
that
humans
are
driven
by
a
common
interest
in
freedom.

19. Georg
(Gyorgy)
Lukacs
(1885-­‐1971)
• His
publica7on
History
and
Class
Consciousness
argued
“that
subjec7vity
is
annihilated
by
commodity
produc7on”
• Blended
Marx’s
ideas
of
fe7shism
of
commodi7es
with
the
belief
that
ra7onality
is
penetra7ng
more
spheres
of
modern
life
• It
is
said
that
Lukacs’
analyses
of
aliena7on,
commodity
fe7shism,
subjec7vity,
consciousness,
and
spontaneous
ac7on
are
the
theore7cal
bridge
to
Cri7cal
theory

22. 2.-­‐
CONTRIBUTORS

23. MARX
>
Social
Change
HEGEL
>
Dialect
&
ContradicFons
WEBER
>
Modern
society’s
raFonalism
KANT
>
Limits
GRAMSCI
>
Intellectuals
+
Media
LUCAKS
>
DestrucFon
of
society
1.-­‐
ADORNO
2.-­‐
MARCUSE
3.-­‐
HORKHEIMER
4.-­‐
HABERMAS

24. 1.-­‐
Theodor
Adorno
(1903-­‐1969)
• Adempted
to
establish
a
cri7cal
social
consciousness
• Argued
that
objects
exist
for
us
through
conceptuality
• In
Nega$ve
Dialec$cs,
he
insisted
that
the
dialec7c
approach
is
not
a
middle
point
between
absolu7sm
and
reality
and
was
against
the
idea
that
cri7cal
theory
should
merely
cri7cize
one
point
of
view
in
favor
of
another

25. 2.-­‐
Hebert
Marcuse
(1898-­‐1979)
v Background
• Born
in
Berlin
to
a
prosperous
Jewish
family
• Ajer
serving
in
German
Army
in
WWI,
became
associated
with
the
Social
Democra7c
Party
• Lej
party
in
1919
in
protest
over
betrayal
of
the
proletariat
• Went
on
to
study
philosophy
at
the
universi7es
of
Berlin
and
Freiburg
• In
December
1942
joined
the
Office
of
War
Informa7on
as
a
senior
analyst
in
the
Bureau
of
Intelligence
• Taught
at
Columbia
and
Harvard
• While
there
began
research
which
led
to
wri7ng
of
Soviet
Marxism
• Gained
world
status
during
1960s
as
a
philosopher,
social
theorist,
and
poli7cal
ac7vist
• Career
represents
a
constant
adempt
to
examine,
defend,
and
reconstruct
Marxist
enterprise

26. Concepts
and
Contribu7ons
v Cri7cal
Theory
• Stated
that
cri7cal
theory
is
a
process
of
bringing
consciousness
poten7ali7es
that
have
emerged
within
the
maturing
historical
situa7on
• Is
a
theory
guided
by
poli7cal
prac7ce
• Marcuse’s
cri7cal
theory
was
influenced
by
Hegel
and
Marx
• Cri7cal
theory
of
society
is
essen7ally
linked
with
materialism
• There
are
two
basic
elements
linking
materialism
to
correct
social
theory:
1. Concern
with
human
happiness
2. Convic7on
that
it
can
be
adained
through
a
transforma7on
of
the
material
condi7ons
of
existence
• Combining
thoughts
of
Hegel
and
Marx,
he
concluded
that
history
is
the
arena
is
which
humans
seek
the
freedom
to
manifest
universal
ra7onality

27. Concepts
and
Contribu7ons
Cont.
v Technological
Ra7onality
• An
extension
of
Weber’s
idea
of
ra7onaliza7on
• Defined
term
in
his
work,
One-­‐Dimensional
Man
• Argued
that
modern
industrial
society
was
dominated
by
a
technological
ra7onality,
with
the
working
middle
class
as
its
vocal
supporter
and
defender
• Concerned
that
the
cost
of
material
sa7sfac7on
was
the
loss
of
individual
freedoms
and
liber7es
• Makes
two
claims:
1. The
workers
of
industrial
society
are
suffering
from
false
consciousness
2.
The
workers
should
not
be
happy
with
material
sa7sfac7on
but
should
be
striving
for
some
uniden7fied
nonmaterial
sa7sfac7on

28. Concepts
and
Contribu7ons
Cont.
v The
New
Lej
• Radical
wri7ngs
were
a
perfect
match
for
his
place
in
7me
• He
was
looked
upon
as
the
guru
of
the
New
Lej
• Gave
lectures
and
advice
to
student
radicals
• Used
the
media
to
spread
to
word
of
Marxian
theory,
revolu7onary
vision,
and
libertarian
socialism

29. Concepts
and
Contribu7ons
Cont.
v Revolu7on
• Entrenched
in
the
Marxist
tradi7on
is
the
necessity
for
revolu7on
• Argued
that
Marxian
concept
of
revolu7on
implies
con7nuity
in
change
• Proposed
a
global
revolu7on
where
capitalism
is
replaced
by
socialism
• The
revolu7onists
that
would
challenge
corporate
capitalism
are
concentrated
at
two
opposite
poles
of
society:
1.
The
ghedo
popula7on
2.
The
middle
class
intelligentsia

30. Concepts
and
Contribu7ons
Cont.
v Sexual
Revolu7on
• In
favor
of
the
sexual
revolu7on
• Against
those
who
tried
to
impose
sexual
codes
of
conduct
on
others
in
the
name
of
religion,
especially
those
who
would
invade
the
realm
of
individual
privacy
• For
Marcuse,
sexual
repression
was
more
than
just
another
evil
capitalism;
it
represented
the
bourgeois
concept
of
love
• In
Nega$ons,
he
condemned
the
bourgeois
era
as
an
adempt
to
isolate
individuals
from
their
natural
drives
• Throughout
the
1960s
and
1970s,
he
was
one
of
the
most
influen7al
radical
theorists

31. 3.-­‐
Max
Horkheimer
(1895-­‐1973)
• Chair
of
social
philosophy
and
then
director
of
The
Ins7tute
for
Social
Research
• Ins7tute
under
his
supervision
was
oriented
to
developing
social
theory
on
an
interdisciplinary
basis.
He
wanted
this
theory
to
benefit
from
both
the
reflec7ve
capacity
of
philosophy
and
the
rigorous
procedures
of
the
individual
sciences
• Saw
society
as
a
totality
that
was
con7nuously
restructuring
itself
which
resulted
in
the
idea
of
social
absolute
or
a
complete
or
perfect
state
of
social
phenomenon
being
cri7cized

32. Horkheimer
Cont.
• Endorsed
the
idea
that
there
is
no
absolute
truth
of
reality
• Thought
Manheim’s
Sociology
of
knowledge
to
be
prac7cally
no
less
than
theore7cally
wrongheaded
and
in
his
essay
“Tradi7onal
and
Cri7cal
Theory”
dis7nguishes
itself
from
Manheim
and
emphasizes
a
dialec7cal
representa7on
of
Marx’s
cri7que
of
poli7cal
economy
which
was
to
be
the
analy7cal
framework
for
cri7cal
theory
• Maintained
the
idea
that
there
are
no
general
criteria
for
cri7cal
theory
as
a
whole
since
it
depended
on
a
repe77on
of
events,
Horkheimer
said
cri7cal
theory
aims
to
asses
the
breach
between
ideas
and
reality

33. 4.-­‐
Jurgen
Habermas
(1929-­‐)
v Background
• Born
in
Gummersbach
in
1929
• Grew
up
during
Nazi
regime
and
WWII:
Two
influences
that
have
a
profound
effect
on
his
thinking
and
wri7ngs
• Studied
philosophy
at
Golngen,
Zurich,
and
Bonn,
where
he
earned
his
doctorate
in
1954
• In
1964
he
became
a
professor
of
philosophy
at
Frankfurt
• Perhaps
most
well
known
of
second
genera7on
of
cri7cal
theorists
• He
was
influenced
by
the
works
of
Marx,
Weber,
and
the
early
members
of
the
Frankfurt
School
• Wri7ngs
are
steeped
in
the
German
tradi7on

34. Concepts
and
Contribu7ons
v Cri7cal
Theory
• In
his
ar7cle
“The
Tasks
of
a
Cri7cal
Theory”
he
stated
that
the
work
of
the
Ins7tute
for
Social
Research
was
basically
dominated
by
six
themes:
1. The
Forms
of
IntegraFon
in
Postliberal
SocieFes:
Whether
in
a
democracy
or
totalitarian
regimes
2. Gamily
SocializaFon
and
Ego
Development:
The
structural
change
of
the
bourgeois
nuclear
family
and
the
weakening
of
the
authoritarian
posiFon
of
the
father
3. Mass
Media
and
Mass
Culture:
The
development
of
a
culture
industry
for
the
manipulaFve
control
of
consciousness
4. The
Social
Psychology
behind
CessaFon
of
Protest:
PoliFcal
consciousness
of
workers
and
employees
5. The
Theory
of
Art:
The
arts
as
the
preferred
object
of
an
ideology
6. The
CriFque
of
PosiFvisim
and
Science:
Science
as
a
tool
of
the
bourgeoisie

35. Concepts
and
Contribu7ons
v Cri7cal
Theory
Cont.
• His
cri7cal
theory
was
inspired
by
classical
Greek
and
German
philosophy,
which
stressed
the
inseparability
of
truth
and
virtue,
of
facts
and
values,
and
of
theory
and
prac7ce
• Wanted
a
society
where
people
are
free
to
assemble
and
communicate
openly
• Communica7on
and
understanding
of
language
are
the
keys
to
understanding
and
comprehending
knowledge
• Described
the
ideal
speech
situa7on
as
one
that
is
un-­‐coerced,
free
for
all
people,
and
in
which
all
people
are
treated
equally

36. Concepts
and
Contribu7ons
Cont.
v Communica7on
Theory
• Concerned
with
reformula7ng
Marxian
theory
in
the
light
of
twen7eth-­‐century
social
changes
• Expands
Marx’s
concep7on
of
humanity
by
adding
language
to
work
as
a
dis7nct
feature
of
species-­‐being
• To
escape
the
philosophical
historical
materialism
of
Marxist
thought,
he
proposed
that
a
theory
cannot
be
7ed
to
concrete
ideals
of
human
life
• Instead,
it
must
orient
itself
to
the
range
of
learning
processes
that
are
opened
at
any
given
7me
• The
use
of
language
as
a
significant
aspect
of
human
development
led
Habermas
to
concentrate
on
how
undistorted
communica7on
might
lay
the
founda7on
for
the
emancipa7on
of
individuals

37. Concepts
and
Contrib7ons
v Communica7on
Theory
Cont.
• Distorted
communica7on
is
similar
to
Marx’s
false
consciousness
• Use
of
undistorted
communica7on
reveals
the
influence
of
Freudian
psychoanalysis
on
his
communica7on
theory
• Argued
that
individual’s
life
worlds
are
influenced
by
constant
interac7on
with
others
and
with
society’s
social
structures

38. Concepts
and
Contribu7ons
Cont.
v Ra7onality
and
Modernity
• Cri7cal
of
Western
industrial
democracies
for
their
reduc7on
of
the
human
world
to
some
form
of
economic
efficiency
• Believed
that
ra7onality-­‐the
ability
to
think
logically
and
analy7cally-­‐
is
more
than
a
strategic
calcula7on
of
how
to
achieve
some
chosen
end;
it
is
a
form
of
communica7ve
ac7on
• Ra7onal
behavior
serves
the
individual’s
best
interest
and
is
a
key
ingredient
in
understanding
others
during
social
behavior
• Ideas
of
ra7onality
led
him
to
explain
modernity
• The
concepts
of
ra7onality
and
modernity
come
together
in
his
examina7on
of
the
life
world
• Also
cri7cal
of
scien7sm-­‐iden7fying
knowledge
with
science-­‐because
of
its
rela7on
to
posi7vism
• Believed
that
cri7cal
theory
should
be
a
cri7que
of
knowledge,
opposed
posi7vism
because
it
adempted
to
objec7ve
knowledge

39. Concepts
and
Contribu7ons
Cont.
v Democracy
• Democracy
must
be
seen
first
and
foremost
as
a
process
that
results
when
certain
kind
of
social
interac7on
prevails
• Democracy
should
be
seen
as
a
par7cular
way
by
which
ci7zens
make
collec7ve
and
ra7onal
decisions
• Envisioned
a
deliberate
democracy
where
a
government’s
laws
and
ins7tu7ons
would
be
a
reflec7on
of
free
and
open
public
discussion
• According
to
Habermas,
modern
democracies
of
the
West
are
dominated
by
poli7cal
legi7ma7on

40. Relevancy
• Cri7cal
theory
is
generally
about
the
role
of
power
in
social
rela7ons
• Cri7cal
theory
has
existed
since
the
forma7on
of
the
Ins7tute
for
Social
Research
at
Frankfurt
University
in
1923
• Contemporary
cri7cal
theorists
have
increasingly
turned
their
aden7on
to
the
media
and
other
forms
of
entertainment
in
their
examina7on
of
modern
culture
• Cri7cal
theory
cannot
be
characterized
by
a
par7cular
set
of
methodological
techniques
and
theore7cal
proposi7ons;
however,
it
is
s7ll
a
coherent
approach
to
the
social
world
that
is
separate
from
other
types
of
sociology
and
Marxism

41. Cri7cisms
of
Cri7cal
Theory
• The
first
cri7cism
of
cri7cal
theory
is
that
it
reproduces
idealist
(utopian)
posi7ons
• The
second
cri7cism
is
that
cri7cal
theory
shows
undue
concern
about
philosophical
and
theore7cal
problems
• The
third
cri7cism
of
cri7cal
theory
is
its
preoccupa7on
with
nega7vity
• The
fourth
cri7cism
of
cri7cal
theory
is
the
claim
that
it
developed
from
a
purely
academic
selng
and
thus
was
isolated
from
working-­‐
class
poli7cs
(add
to
this,
the
fact
that
Marx’s
concep7on
of
the
working
class
as
a
revolu7onary
force
is
untrue)
and
became
increasingly
embroiled
in
abstract
issues
and
“second-­‐order”
discourse
• The
fijh
cri7cism
leveled
against
cri7cal
theory
is
that
it
is
a
historical
(cri7cal
theorists
have
examined
a
variety
of
events
without
paying
much
aden7on
to
their
historical
and
compara7ve
contexts)

42. Cri7cisms
of
Cri7cal
Theory
Cont.
• Postmodern
cri7cal
theory
is
the
first
narra7ve
to
pose
a
possible
utopian
future
not
as
a
determinate
outcome
of
nature-­‐like
social
laws
but
rather
as
one
conceivable
discursive
accomplishment
among
many
• Cri7cal
theory
can
either
be
a
museum
piece
or
a
living
medium
of
poli7cal
self-­‐expression
(Agger,
1976:19)
• Cri7cal
theory
addresses
the
rela7ons
among
schooling,
educa7on,
culture,
society,
economy,
and
governance
• Cri7cal
theory
has
also
been
applied
to
issues
related
to
crime
and
delinquency
• In
addi7on
,
cri7cal
theory
draws
its
orienta7on
from
a
broad
range
of
disciplines,
including
linguis7cs,
psychology,
sociology,
philosophy,
and
Marxism”
(Groves
and
Sampson,
1986:538)

43. 3.-­‐
INTERPRETATION

44. 1.
Main
authors
• Adorno
and
Horkheimer:
1972
Dialec$c
of
Enlightenment
• Horkheimer:
1974
Eclipse
of
Reason
• Marcuse:
1964
One
Dimensional
Man
2.
DominaFon
• do
not
engage
in
any
structural
analysis
of
society
• idea
of
domina7on
(making
someone
do
something
you
want)

45. • the
ways
the
system
dominates,
how
it
forces,
manipulates,
fools
and
blinds
people
into
ensuring
its
reproduc7on
and
con7nua7on
2.1
Instrumental
Reason
• Instrumental
reason
is
a
logic
of
thought
and
a
way
of
looking
at
the
world
• a
way
of
looking
at
the
world
as
an
instrument
is
to
see
its
elements
as
tools,
instruments
by
means
of
which
we
can
achieve
our
ends

46. 2.2
One-­‐dimensional
culture
• concerned
with
culture.
2.3
The
need
for
dominaFon
• ‘surplus
repression’
• ‘de-­‐instrumentalising’
•
‘repressive
desublima7on’

47. 3.
LimitaFons
and
concerns
• Cri7cism:
– From
‘posi7vist’
social
scien7sts:
• Empty
specula7on.
• Language
difficult
and
obscure.
– From
Marxists
• Abstract
and
specula7ve.
• Pessimis7c

48. Q
&
A
for
the
Seminar:
How
can
we
apply
Frankfurt
School’s
thinking
to
the
following
topics:
1.-­‐
Is
the
women
emancipa7on
s7ll
a
difficult
to
achieve
in
our
socie7es?
What
would
be
the
interpreta7on
from
the
Frankfurt
School
principles?

50. Q
&
A
for
the
Seminar:
How
can
we
apply
Frankfurt
School’s
thinking
to
the
following
topics:
2.-­‐
Why
is
the
future
of
the
digital
commons
or
the
right
for
everyone
to
be
connected
and
to
have
the
access
to
the
digital
connect
for
free?

52. Q
&
A
for
the
Seminar:
How
can
we
apply
Frankfurt
School’s
thinking
to
the
following
topics:
3.-­‐
Which
is
the
rela7onship
between
technology
and
human
unconscious
mind?

54. Q
&
A
for
the
Seminar:
How
can
we
apply
Frankfurt
School’s
thinking
to
the
following
topics:
4.-­‐
Is
the
poli7cal
power
being
distributed?
Is
there
any
alterna7ve?

56. Q
&
A
for
the
Seminar:
How
can
we
apply
Frankfurt
School’s
thinking
to
the
following
topics:
5.-­‐
Is
society
7red
to
wait,
work,
consume,
…?

58. Thanks
for
your
aden7on