Relevant bibliographies by topics / Frankfurt school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Frankfurt school'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Frankfurt school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Frankfurt school"

1

Swingewood, Alan, Tom Bottomore, and Helmut R. Wagner. "The Frankfurt School." British Journal of Sociology 36, no. 4 (December 1985): 640. http://dx.doi.org/10.2307/590349.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sznaider, Natan. "The other Frankfurt school." Distinktion: Journal of Social Theory 20, no. 2 (December 20, 2018): 222–30. http://dx.doi.org/10.1080/1600910x.2018.1544576.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Worrell, Mark P. "The Other Frankfurt School." Fast Capitalism 2, no. 1 (2006): 161–74. http://dx.doi.org/10.32855/fcapital.200601.012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Salleh, Ariel. "Revisiting the Frankfurt School." Capitalism Nature Socialism 24, no. 2 (June 2013): 129–31. http://dx.doi.org/10.1080/10455752.2013.788862.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Seeba, Hinrich C. "The Frankfurt School in Exile." Monatshefte 102, no. 4 (2010): 636–39. http://dx.doi.org/10.1353/mon.2010.0028.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bogner, Artur. "Elias and the Frankfurt School." Theory, Culture & Society 4, no. 2-3 (June 1987): 249–85. http://dx.doi.org/10.1177/026327687004002004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fear, J. "The Frankfurt School in Exile." Enterprise and Society 13, no. 1 (September 16, 2011): 231–34. http://dx.doi.org/10.1093/es/khr043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Forner, S. A. "The Frankfurt School in Exile." German History 28, no. 2 (March 8, 2010): 248–50. http://dx.doi.org/10.1093/gerhis/ghq028.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Brittain, Christopher Craig. "The Frankfurt School on Religion." Religion Compass 6, no. 3 (March 2012): 204–12. http://dx.doi.org/10.1111/j.1749-8171.2012.00339.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ali, Haggag. "The Frankfurt School at Egyptian Universities." Contemporary Arab Affairs 12, no. 4 (December 1, 2019): 104–20. http://dx.doi.org/10.1525/caa.2019.12.4.104.

Full text
Abstract:
The critical theory of the Frankfurt School reached Egypt in 1955, when the Arabic translation of Erich Fromm’s The Sane Society (New York, 1955) was published in Cairo. Later, Herbert Marcuse’s Soviet Marxism (1958) was translated into Arabic in Beirut in 1965, and with the rise of student protests in France, Germany, and the United States, much attention was given to Marcuse; almost all his writings were translated into Arabic between 1969 and 1973. This article explores the nature of individual “receptions” of the critical theory of the Frankfurt School at Egyptian universities. To this end, it briefly introduces the early generation of the Frankfurt School, as well as the reasons of interest in its fate in Egyptian universities. Though master’s theses and doctoral dissertations do not represent a university’s orientation to critical theory, and at best represent the perspective of their individual authors, this article shows that key individual theses and dissertations testify to an early rejection of the Frankfurt School and to the late adoption of it as a critical paradigm of the transformations in Egyptian society.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Frankfurt school"

1

Gaines, Jeremy. "Critical aesthetic theory : the aesthetic theories of the Frankfurt School." Thesis, University of Warwick, 1985. http://wrap.warwick.ac.uk/4037/.

Full text
Abstract:
The following study outlines the different aesthetic theories developed by Theodor. W. Adorno, Leo Löwenthal and Herbert Marcuse between 1931 and 1978, describing the work they undertook while members of the Frankfurt School (1931-1942) and relating this to their later writings. A brief explanation is also given of why - in the author's opinion - Walter Benjamin's work should not be included amongst that of the Frankfurt School. The thesis adopts a chronological approach based on immanent, textual analysis of primary source material including unpublished correspondence. The main point of comparison from which the different aesthetics are evaluated is the degree to which they accept the main social theory developed in the School by Max Horkheimer. It is argued that Horkheimer's work was in turn based on Friedrich Pollock's theory of state capitalism. One of the main arguments advanced here is that all the aesthetics constructed before and after 1942 were indeed influenced to a greater or lesser extent by Pollock's theory, an argument which challenges the dominant interpretations of Frankfurt School aesthetic theories which regard them as not being grounded in a theory of the base. The thesis shows that adopting Pollock's social theory created problems for the aesthetic theories and led to the emergence of two different aesthetics: Adorno's aesthetics of mimetic experience and Marcuse's political aesthetics. Löwenthal's essays are judged to form a literary sociology and not an aesthetics as such. The dissertation concludes with the attempt to recuperate Adorno's concept of mimesis as the basis for a Marxist aesthetics.
APA, Harvard, Vancouver, ISO, and other styles
2

Smith, Christian. "Shakespeare's influence on Marx, Freud and the Frankfurt school critical theorists." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56243/.

Full text
Abstract:
Through their influence on Karl Marx and Sigmund Freud, Shakespeare’s plays had a formative influence on the development of Marxism and psychoanalysis and the methodology of Frankfurt School Critical Theory. Marx and Freud quoted from or alluded to Shakespeare’s plays hundreds of times in their writings. Many of these instances occur at significant points in the development of Marxism and psychoanalysis. Marx used lines from The Merchant of Venice and Timon of Athens to develop his economic theory and his theory of consciousness. Freud used his reading of Hamlet to develop his theory of the Oedipus complex. He also personally identified with Hamlet the literary hero. Freud used his reading of the casket scene in The Merchant of Venice to begin to develop his notion of the death-drive; he rehearses his thinking about the death-drive in his essay about the casket scene, seven years before he publically presents the death-drive theory. Two methods that developed out of the influence of Shakespeare on Marx and Freud—inversions and the re-inclusion of the other/a method of relating to alterity—became the methodology of Frankfurt School Critical Theory. The dialectic was the philosophical ground through which the influence travelled. In this manner, Shakespeare’s influence became the roots of the Frankfurt School’s dialectical aesthetic theory.
APA, Harvard, Vancouver, ISO, and other styles
3

Rustige, Marc [Verfasser]. "Essays on Corporate Acquisitions / Marc Rustige. Frankfurt School of Finance & Management." Frankfurt am Main : Frankfurt School of Finance & Management gGmbH, 2011. http://d-nb.info/1015478646/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maddox, Christopher Guy. "The Frankfurt School : the crisis of subjectivity and the problem of social change." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:8035.

Full text
Abstract:
The crisis of subjectivity and the problem of social change is the underground history of the European Revolution of 1917-23. Its final signal in the inter-war years came with the defeat of the Republican forces in the Spanish Civil War in the years preceding the Second World War. The defeats of progressive social forces in the inter-war years, leading to the catastrophe of the Second World War and the Holocaust brought the original Western Marxists into a socio-political terrain involving new developments and unexpected setbacks in the struggle for a rational society (socialism). Stalinism and Fascism blocked the route to socialist democracy on an international scale. In the dialectic of hope and despair the Second World War can be understood as representing the great terminus of accumulated defeats of the working class internationally in the inter-war period. For the Frankfurt School the Second World War was not only the lowest point humanity had reached at the height of technical progress, the sheer technological efficiency of the destructiveness it unleashed seemed to foreclose any impetus for optimism. Hope and despair, progress and reaction, became increasingly intertwined and at times impossible to distinguish in the succession of events. For Horkheimer and Adorno this was the dialectic of Enlightenment, the apotheosis of Western rationality dominating and consuming its own progress in an orgy of regression leading to barbarism. Midnight in the twentieth century became, for Horkheimer and Adorno at least, the eclipse of reason itself. The Frankfurt School, it has been argued here, expresses a tendency of Western Marxism and has to be analysed in this context. The notion that Western Marxism and thus the Frankfurt School were a simple product of defeat has been shown to be mistaken and ultimately dismissive of the complex interplay between theory, politics, and history. For the events in the inter-war years did not 'give rise to' the Frankfurt School as if thought were merely a reflection of historical events. The critique of orthodox Marxism must be applied to the sociology of the Frankfurt School: in other words, thought is not an 'affect' propelled by historical laws. The examination of the role of philosophy in the restoration of the subjective factor in ideology critique and the analysis of social change - and hence the reconstruction of the Marxian project - has shown that the Frankfurt School's major contribution to such a reconstruction was in restoring the dynamic concept of subjectivity as pioneered by Marx and Engels in The German Ideology [1845/46]. This study has attempted to show the continued relevance of this School of Western Marxism in terms of its contribution to solving the crisis of subjectivity and the problem of social change, and as an important guide in the struggle for a humanist renaissance of Marxian socialism which, it has been argued, forms the essential dimension of this solution.
APA, Harvard, Vancouver, ISO, and other styles
5

Farias, Márcio Norberto [UNESP]. "Natureza, tempo livre e administração social: uma análise das práticas de lazer em Carrancas/MG." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/106228.

Full text
Abstract:
Made available in DSpace on 2014-06-11T19:35:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-19Bitstream added on 2014-06-13T19:46:27Z : No. of bitstreams: 1 farias_mn_dr_arafcl.pdf: 643933 bytes, checksum: d22e0bccb0e02936d986c99b57d7efa6 (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa aborda um fenômeno típico das sociedades contemporâneas, a administração social das atividades físicas no tempo livre em meio à natureza. O objetivo é analisar/compreender a potencialidade emancipatória dessas atividades a partir dos estudos dos pensadores da Escola de Frankfurt. A hipótese é de que o contato das pessoas com a natureza no tempo livre pode promover uma relação em que tanto a natureza quanto o sujeito não são percebidos como objeto de exploração e dominação; relação que nas condições de administração social encontra-se prejudicada e até obstaculizada. Constituída de três capítulos, os dois primeiros apresentam e discutem o aporte conceitual e teórico que analisa historicamente o trabalho e o tempo livre, enquanto o último analisa e reflete criticamente os dados coletados por meio de pesquisa empírica de práticas de lazer em meio à natureza na cidade de Carrancas/MG, conhecida como uma espécie de refúgio daqueles que vivem em centros urbanos maiores devido às suas belezas naturais.
This research deals with a typical feature of the contemporary societies, the social administration of the physical activities in the free time along with the nature. The objective is to understand the emancipatory potentiality of these activities from the studies at Frankfurt’s School. The hypothesis is that the people’s contact with the nature in their free time can promote a relationship that both the nature and the individual are realized like non-stuffed nature, relation that, in the social conditions of administration is damaged and even obstructed. This survey is constituted by three chapters, in the two first, it shows a conceptual and theoretical aphostl studied in the last analysis, and reflects critically the collected data through the empirical investigation-work in the town of Carrancas/MG, known as a kind of refuge for the ones who live in bigger urban centers due to the beautiful waterfalls.
APA, Harvard, Vancouver, ISO, and other styles
6

Onça, Daniela de Souza. "Curvar-se diante do existente: o apelo às mudanças climáticas pela preservação ambiental." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-05112007-121023/.

Full text
Abstract:
Esta pesquisa tem por objetivo investigar a construção do discurso moderno envolvendo as mudanças climáticas globais. Tal discurso, que podemos observar em diversos tipos de publicações, eventos e atitudes, apregoa em geral a noção de que as mudanças climáticas globais já são uma realidade auto-evidente, com efeitos devastadores mundo afora, com um aquecimento progressivo e provocadas pelo homem, por meio do lançamento indiscriminado de poluentes na atmosfera. Sendo assim, fazem-se apelos apaixonados pela preservação da saúde do planeta, pela redução da emissão de poluentes, pois do contrário sofreremos graves conseqüências em nossas vidas, por exemplo, na agricultura, no abastecimento de água, no conforto térmico e na disseminação de doenças. Entretanto, no interior da comunidade científica, ao contrário do que possa parecer à primeira vista, não existe um consenso quanto às causas, conseqüências e mesmo quanto à realidade do aquecimento global. Constrói-se, dessa forma, um discurso que toma hipóteses por certezas, doutrinador pelo medo e, principalmente, que não rompe com as bases da concepção de mundo que gerou a degradação ambiental. Idealiza a possibilidade de uma harmonia entre a sociedade e natureza mas, ao mesmo tempo, conserva o mesmo tipo de racionalidade com relação a medidas mitigadoras e mantém seu utilitarismo - devemos proteger o meio ambiente porque o homem necessita dos recursos naturais para sobreviver. Enfim, faz o \"jogo do inimigo\", pois o apelo às graves conseqüências do aquecimento global é de forte impacto e tem maiores chances de agregar partidários e surtir algum efeito prático de mitigação. Acreditamos que, embora tal atitude possa até funcionar, não é o melhor caminho para a construção de uma autêntica consciência ecológica por manter fundamentalmente inalterada a mentalidade criticada. Sugerimos, assim, a construção de um argumento ético, a saber, o do valor intrínseco da vida e necessidade de respeito por ela, ao invés de insistir numa argumentação utilitarista e amedrontadora. A proteção à natureza não necessita de falsas premissas climáticas para sustentá-la, pois sua necessidade é auto-evidente.
This research aims to investigate the construction of the modern discourse involving global climate change. Such discourse, which we can observe in different kinds of publications, events and attitudes, generally proclaims the notion that global warming is already a self-evident reality, with its devastating effects worldwide, with a progressive warming and man-induced, via the indiscriminate launching of pollutants in the atmosphere. This way, passionate appeals for the planet\'s health preservation and the reduction of pollutants emission are made, otherwise we will suffer serious consequences in our lives, for example in agriculture, water supply, thermal comfort and dissemination of diseases. However, in the scientific community, instead of what we may think at first sight, there is no consensus about causes, consequences and even the reality of global warming. It is constructed, this way, a kind of discourse which takes hypothesis for certainties, indoctrinates by fear and, above all, does not break with the basis of the worldview that engendered environmental degradation. It idealizes the possibility of harmony between society and nature but, at the same time, conserves the same kind of rationality regarding mitigation measurements and keeps its utilitarianism - we must protect the environment because man needs natural resources to survive. In a word, it \"plays the enemy\'s game\", since the appeal to the serious consequences of global warming is powerful and has greater possibilities of aggregating partisans and producing some practical mitigation effect. We believe that, although this kind of attitude may work, this is not the best way to construct an authentic ecological consciousness because it keeps basically unchanged the criticized mentality. We suggest, thus, the construction of an ethical argument, to wit, the one about intrinsic value of life and the need of respecting it, instead of insisting on a utilitarian and frightening argument. The protection of nature does not need false climatic premises to support it, as its necessity is self-evident.
APA, Harvard, Vancouver, ISO, and other styles
7

Smith, Martin. "RAPITALISM." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4272.

Full text
Abstract:
My paper questions the degree to which the hip hop subculture is oppositional to mainstream American society and its ideals. Toward that end, I examine the structure of the hip hop industry and its subculture. While the hip hop subculture in America consistently has projected images of rebellion and resistance to many of the mores, constraints and values of dominant society, the actual structure and organization of the hip hop subculture have mirrored, supported and promoted the values of the dominant culture in the United States. I begin by examining the structure of the main elements of the hip hop subculture: deejaying, breakdancing, emceeing and graffiti art, and the practices within each to demonstrate that the hip hop subculture has a structure which supports capitalistic practices. The interactions between hip hop industry participants, their fans, and the marketplace are an embracing of the values of mainstream American society and capitalism. From its inception, the structure of the hip hop subculture and the actions of the artists within the structure essentially has made hip hop music capitalism set to a beat.
M.A.
Department of Sociology
Sciences
Applied Sociology
APA, Harvard, Vancouver, ISO, and other styles
8

Hamann, Michael [Verfasser]. "Essays on heuristic solution methods for combinatorial problems / Michael Hamann. Frankfurt School of Finance & Management." Frankfurt am Main : Frankfurt School of Finance & Management gGmbH, 2015. http://d-nb.info/1076267920/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ipar, Ezequiel Eduardo. "A corrente subterrânea da Escola Frankfurt: teoria social e teoria estética em Theodor Adorno." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-02122009-094450/.

Full text
Abstract:
No presente trabalho tentamos reconstruir os principais lineamentos da teoria estética e da teoria da sociedade de Theodor Adorno. Com tal propósito, partimos de uma revisão critica da interpretação canônica efetuada tanto por Jürgen Habermas como por Axel Honneth do potencial explicativo contido em obras clássicas da primeira geração da Escola de Frankfurt. O objetivo central deste confronto procura demonstrar que o conceito de cultura de Adorno y Horkheimer tem um potencial explicativo e critico que nem Habermas, nem Honneth souberam destacar. Para reexaminar esse potencial teórico subterrâneo resulta imprescindível referir-se as duas grandes obras da maturidade de Adorno, a Teoria estética e a Dialética negativa. Realizamos-nos esse trabalho procurando explicitar um conceito de cultura alternativo ao de Habermas e Honneth, para tentar logo extrair conclusões referidas à lógica interna das ciências sociais.
The object of this thesis is to reconstruct the basic lines of Adorno\'s aesthetic and social theory. We discuss Jürgen Habermas and Axel Honneths canonic interpretation about the theoretic potential of the classic works of the first generation of the Frankfurt School. The central aim of this confrontation is to demonstrate that the concept of culture developed by Adorno and Horkheimer has a theoretic potential that had not been perceived by Habermas and Honneth. In order to reevaluate this potential it is necessary to discuss the last Adornos works, which means, to discuss once again the Aesthetic Theory and the Negative Dialectics. We pretend to find, finally, a different concept of culture in order to use it in the critical reexamination of the internal logic of social sciences.
APA, Harvard, Vancouver, ISO, and other styles
10

Chirila, Cezar Constantin [Verfasser]. "A unified framework of interest rates modeling / Cezar Constantin Chirila. Frankfurt School of Finance & Management gGmbH." Frankfurt am Main : Frankfurt School of Finance & Management gGmbH, 2014. http://d-nb.info/1056899131/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Frankfurt school"

1

Bottomore, Tom. The Frankfurt school. London: Routledge, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

The Frankfurt School. London: Routledge, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

M, Bernstein J., ed. The Frankfurt School: Critical assessments. London: Routledge, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

The Frankfurt school in exile. Minneapolis: University of Minnesota Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

The Frankfurt School and its critics. London: Routledge, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Alford, C. Fred. Levinas, the Frankfurt School and psychoanalysis. London: Continuum, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Levinas, the Frankfurt school, and psychoanalysis. Middletown, CT: Wesleyan University Press, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Margarete, Kohlenbach, and Geuss Raymond, eds. The early Frankfurt School and religion. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kohlenbach, Margarete, and Raymond Geuss. The Early Frankfurt School and Religion. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523593.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Boll, Monika, and Raphael Gross. Die Frankfurter Schule und Frankfurt: Eine Rückkehr nach Deutschland. Göttingen: Wallstein, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Frankfurt school"

1

Dierberg, Jill, and Lynn Schofield Clark. "Frankfurt School." In Encyclopedia of Sciences and Religions, 874. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_201171.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nielsen, Greg. "Frankfurt School." In Encyclopedia of Contemporary Literary Theory, edited by Irena Makaryk, 60–64. Toronto: University of Toronto Press, 1993. http://dx.doi.org/10.3138/9781442674417-019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

McLellan, David. "The Frankfurt School." In Marxism after Marx, 283–307. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26940-2_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Elliott, Anthony. "The Frankfurt School." In Contemporary Social Theory, 43–77. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003228387-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Elliott, Anthony, and Charles Lemert. "The Frankfurt School." In Introduction to Contemporary Social Theory, 38–68. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429436208-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Delanty, Gerard, and Neal Harris. "The Frankfurt School." In Capitalism and its Critics, 102–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781351017671-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Faust, Martin. "Private Banking und Wealth Management – Ein Überblick über Marktsegmente und Leistungsangebote." In Edition Frankfurt School, 1–20. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23779-0_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Räth, Gerd. "Herausforderungen bei der Implementierung von Private Banking in einer Sparkasse." In Edition Frankfurt School, 199–218. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23779-0_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Schwab, Stefan. "Das Private-Banking-Angebot der genossenschaftlichen Finanzgruppe – ein zukunftsweisendes Kooperationsmodell." In Edition Frankfurt School, 219–43. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23779-0_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hörger, Axel. "Positionierung und Differenzierung einer Auslandsbank." In Edition Frankfurt School, 244–58. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23779-0_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Frankfurt school"

1

Dayley, Chris, and David D. Hoffman. "The work of education in the age of the digital classroom: Resurrecting Frankfurt school philosophies to examine online education." In 2014 IEEE International Professional Communication Conference (IPCC). IEEE, 2014. http://dx.doi.org/10.1109/ipcc.2014.7020364.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Frankfurt school"

1

Siebert, Rudolf J., and Michael R. Ott. Catholicism and the Frankfurt School. Association Inter-University Centre Dubrovnik, December 2020. http://dx.doi.org/10.53099/ntkd4301.

Full text
Abstract:
The paper traces the development from the medieval, traditional union, through the modern disunion, toward a possible post-modern reunion of the sacred and the profane. It concentrates on the modern disunion and conflict between the religious and the secular, revelation and enlightenment, faith and autonomous reason in the Western world and beyond. It deals specifically with Christianity and the modern age, particularly liberalism, socialism and fascism of the 2Oth and the 21st centuries. The problematic inclination of Western Catholicism toward fascism, motivated by the fear of and hate against socialism and communism in the 20th century, and toward exclusive, authoritarian, and totalitarian populism and identitarianism in the 21st. century, is analyzed, compared and critiqued. Solutions to the problem are suggested on the basis of the Critical Theory of Religion and Society, derived from the Critical Theory of Society of the Frankfurt School. The critical theory and praxis should help to reconcile the culture wars which are continually produced by the modern antagonism between the religious and the secular, and to prepare the way toward post-modern, alternative Future III - the freedom of All on the basis of the collective appropriation of collective surplus value. Distribution and recognition problems are equally taken seriously.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Frankfurt school' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography