Transcending Herbert Marcuse on Alienation, Art and the Humanities (1)
ABSTRACT: This paper discusses how higher education can help us in accomplishing our humanization. It looks at the critical educational theory of Herbert Marcuse, and examines his notion of the dis-alienating power of the aesthetic imagination. In his view, aesthetic education can become the foundation of a re-humanizing critical theory. I question the epistemological underpinnings of Marcuse's educational philosophy and suggest an alternative intellectual framework for interpreting and releasing the emancipatory power of education.
"Truth is ugly. We possess art lest we perish of the truth."
Friedrich Nietzsche, The Will to Power #822
What is the relationship of truth to beauty, learning to art, political education to human flourishing? Philosophers from Confucius and Aristotle to John Dewey and Paulo Freire have investigated, as the axial human problem, how education is to help us in accomplishing our own humanization. The contemporary search for a genuinely critical theory and an authentically democratic society continues that project. But what can make theory critical, education liberating, society democratic?
It is necessary to theorize our society critically if we are to have a vehicle for correctly informed transformative practice. The problem is that much of what is called critical theory today is rooted in ideas developed by Herbert Marcuse, Max Horkheimer, Theodor W. Adorno, and Georg Lukacs. What I want to argue here is that their work has tended to formulate a particular approach to aesthetic educationand a unique version of a philosophical humanismwhich is then presented as critical theoryagainst the debilitating fragmentation ...
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...88); Jurgen Habermas, "Von Lukacs zu Adorno: Rationalisierung als Verdinglichung," in Theorie des kommunikativen HandelnsBand I (Fft: Suhrkamp, 1981).
(4) Karl Marx, Das Kapital(Stuttgart: Alfred Kroener Verlag, 1965) p. 52.
(5) Aeron Haynie, Imperialism and the Construction of Femininity in Mid-Victorian Fiction(Gainesville: University of Florida, Ph.D. dissertation, 1994).
(6) Martin Heidegger in Marcuse's notes to seminar, "Heidegger, Einfuhrung in das akademische Studium. Sommer 1929" Herbert Marcuse Archiv of the Stadt- und Universit. tsbibliothek, Frankfurt, Catalog # 0013.01, p. 6.
Works Cited
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1972 CR Counterrevolution and Revolt (Boston: Beacon, 1972).
1978 AD The Aesthetic Dimension, Toward a Critique of Marxist Aesthetics (Boston: Beacon, 1978).
Cozzens, Lisa. "Plessy v. Ferguson." After the Civil War:. N.p., 17 Sept. 1999. Web. 23 Apr. 2014.
In addition, the Progressives were absolutely correct to improve society by education because by having an education, it will prepare an individual to earn a living, but also to prepare the student to play a useful role in a democratic society. With e...
“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” – Paulo Freire, Pedagogy of the Oppressed [retrieved October 8, 2017 from https://www.goodreads.com]
(7) Hegel, Lectures on the History of Philosophy in three volumes, vol. 2 (Lincoln and London: University of Nebraska Press, 1995) 97. I made some corrections in the translation of this piece from Hegel.
The Plessy v. Ferguson decision, which stated that separation of blacks and whites were legal as long as the facilities were equal, was overturned by the Brown v. Board of Education ruling. The Plessy v. Ferguson case took place in Louisiana in 1896 when a man who was one-eighth white, Homer Plessy, was arrested for sitting in a white-only car. As a result, he argued to the courts that both his thirteenth and fourteenth amendments right were violent. Unfortunately, John Ferguson, the judge presiding over the case, ruled that separate facilities were legal as long as they were of equal quality.
Wittgenstein, Ludwig; G. E. M. Anscombe, P.M.S. Hacker and Joachim Schulte (eds. and trans.). Philosophical Investigations. 4th edition, Oxford: Wiley-Blackwell, 2009. Print.
Education is defined as the “discipline that is concerned with methods of teaching and learning in school or school-like environments as opposed to various non-formal and informal means of socialization.”(Encyclopedia Britannica, 2008). If one really looks at education, he or she will realize how broad it actually is. Education extends beyond the notion that it is merely for knowledge alone. It is imperative that one view education in an analytical perspective. Mr. Smith suggests that “we must also ensure that students develop critical thinking skills.” Critical thinking is a definite must ...
Sandefur, G. (n.d.). American Indian reservations: The first underclass areas? Retrieved April 28, 2014, from http://www.irp.wisc.edu/publications/focus/pdfs/foc121f.pdf
Questioning Marxist aesthetics is essential to an understanding of the enlightenment movements. Art, in its nearly infinite forms, is the vehicle for knowledge of a subjective kind. Through visual, linguistic, audio, or dance any number of messages and ideas may be conveyed, and these ideas may then be interoperated. The aesthetic form is what constitutes good or great art. It puts forth a structure by which one can judge a piece beyond the mere technical skill that is presented in it, though that is an important issue. The aesthetic form puts forth the notion that art sublimates reality, creating another reality that brings into question this one. Creating this fictional reality is the responsibility of art. According to Marcuse “renunciation of the aesthetic form is abdication
Education is a major component in an individual’s future success in today’s society. The traditional model that we are taught to follow is to achieve good grades in High School so that we are able to get accepted to a good college in order to obtain a good high paying job. However, if the major building blocks of our education are somehow hindered by sociological influences, it would be correct to assume that our future success would also be affected. An example of a situation in which sociological aspects impact that education system can be found right here in the city of Lowell. According to the United States Census Bureau, the median household income for the year 2012 was about $51,714 annually compared with the average income throughout Massachusetts which was about $66,658 annually. Additionally in the year 2012, the statistics for the persons below the poverty level was 17.3 percent, significantly higher than Massachusetts average of 11.0 percent. Lowell is known as an urban environment and a city full of many different and diverse types of people. However, the city of Lowell does contain a large population that are, by today’s standards, considered to be living below the poverty line. ("U.S Census Bureau")
The past research about the effect of music on the brain is called the Mozart Effect. The Mozart Effect refers to claims that people perform better on tests of spatial abilities after listening to music composed by Mozart. This experience examined whether the Mozart effect is a result of differences in stimulation and temper. (William Forde Thompson, E. Glenn Schellenberg and Gabriela Husain, 2001). A research was made by Dr.Gordon Shaw at UCI and Fran Rauscher about this Mozart effect. The experience is to use college students who listened to Mozart’s symphonies while they are solving a spatial temporal task. This task is a famous one: the paper folding and cutting test. The results were astonishing. In fact, all the students recorded impressi...
Berger makes his attempt to inform an audience with an academic background that there is a subjective way that we see things all around us every day and based on our previous experiences, knowledge, and other things that occur in our lives, no two people may see or interpret something in the same way. In the essay Mr. Berger uses art as his platform to discuss that we should be careful about how people look at things. Mr. Berger uses rhetorical strategies such as ethos, pathos, and logos. These rhetorical strategies can really help an author of any novel, essay, or any literature to truly get the information they desire across to the audience in a clear and concise
“Girls wear jeans and cut their hair short and wear shirts and boots because it is okay to be a boy; for a girl it is like promotion. But for a boy to look like a girl is degrading, according to you, because secretly you believe that being a girl is degrading” (McEwan 55-56). Throughout the history of literature women have been viewed as inferior to men, but as time has progressed the idealistic views of how women perceive themselves has changed. In earlier literature women took the role of being the “housewife” or the household caretaker for the family while the men provided for the family. Women were hardly mentioned in the workforce and always held a spot under their husband’s wing. Women were viewed as a calm and caring character in many stories, poems, and novels in the early time period of literature. During the early time period of literature, women who opposed the common role were often times put to shame or viewed as rebels. As literature progresses through the decades and centuries, very little, but noticeable change begins to appear in perspective to the common role of women. Women were more often seen as a main character in a story setting as the literary period advanced. Around the nineteenth century women were beginning to break away from the social norms of society. Society had created a subservient role for women, which did not allow women to stand up for what they believe in. As the role of women in literature evolves, so does their views on the workforce environment and their own independence. Throughout the history of the world, British, and American literature, women have evolved to become more independent, self-reliant, and have learned to emphasize their self-worth.
(6) Heidegger, Martin, Kant und das Problem der Metaphysik (Gesamtausgabe- 3), V. Klostermann, Frankfurt, 1991, p. 204.
A basic understanding of African religions will provide an awareness of African customs, the African view of death and life beyond death. In many cases the african religion is polytheistic on their day to day practices.However, they believe in The High God where is overriding beliefs that beyond gods, spirits one god exists. Despite the general belief in a Supreme Being, cults to the “High God” are notably absent from many African religions; prayers of petition or sacrificial offerings are directed toward secondary divinities, who are messengers and intermediaries between the human and sacred realms. In many countries in Africa people pray to different gods and goddess. In West Africa theirs a lot of animism, where they pray to the sky and the earth and the seas.