Critical Theory and Empirical Research in Education: the School and the Classroom

Authors

  • Andreas Gruschka J.W..Goethe Universität, Frankfurt am Main

Keywords:

Critical Theory, Empirical Research, Theodor W. Adorno, Max Horkheimer, Objective Hermeneutics

Abstract

Since the 60s, the success of critical pedagogy can be seen in the dismantling of authoritarian structures both in school education and in family education. Therefore, there is a gain to civilization. Actually the discourse and pedagogical practice is not the goal of emancipation, but the economicism that questions the education under the criteria of functionality for economic success. However, this movement have prepared a fertile ground for the revival of critical theory applied to education and the analysis of this renaissance can be identified as the purpose of this article. We conclude that the task of pedagogy itself is being questioned and a counter-movement that develops the consciousness of loss and the absolute necessity of civic emancipation project arises through education and cultural formation.

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Teoría Crítica de la Sociedad y Educación

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Published

2016-02-19

How to Cite

Gruschka, A. (2016). Critical Theory and Empirical Research in Education: the School and the Classroom. Constelaciones. Revista De Teoría Crítica, 6(6), 3–31. Retrieved from https://constelaciones-rtc.net/article/view/851

Issue

No. 6 (2014): Critical Social Theory and Education

Section

Essays

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