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Journal articles on the topic 'Frankfurt school'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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2

Orteza y Miranda, Evelina. "The Frankfurt School." Journal of Educational Thought / Revue de la Pensée Educative 16, no. 2 (2018): 132–34. http://dx.doi.org/10.55016/ojs/jet.v16i2.44056.

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3

العلوي, نهاوند. "The Frankfurt School." Al-Adab Journal, no. 148 (March 15, 2024): 161–78. http://dx.doi.org/10.31973/r84kdw75.

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تعود النظريـة النقديـة التي طوّرها روّاد مدرسة فرانكفورت إلى عام 1923 عندما تأسّس معهد البحث الاجتماعي فـي فرانكفورت بعد الحرب العالميـة الأولى. وقد سعى مؤسّسو المعهد وأعضاؤه إلى معرفة الحياة الاجتماعيـة وفهمها، وكشف التناقض بين وفرة الموارد والحجم الهائل للبؤس والشقاء، وبين الإمكانات التكنولوجيـة والانتشار الواسع للاستغلال والدمار، وبين الحريـة المفترضة للإنسان والنزعة السلطويـة السائدة، وبين التبادل الحرّ والظلم الاجتماعي، وبين الاقتصاد الحرّ والاحتكار، وبين عالم الإنسان وعالم رأس المال، وبين استقلال الفنّ وتسليعه وتشييئه، وبين الدور التنويري والتحرُّري المفترض لصناعة الثقافة وتزييفها للوعي

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

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

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12

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

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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

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13

Kang, Liu. "The Frankfurt School and Chinese Marxist Philosophical Reflections Since the 1980s." Journal of Chinese Philosophy 40, no. 3-4 (2013): 563–82. http://dx.doi.org/10.1163/15406253-0400304014.

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Since 1980s, the Frankfurt School’s critique of Culture Industry has provided powerful ammunitions for Chinese intellectuals to reject rising consumer popular culture. In recent years, Chinese academics began to study the Frankfurt School’s critique of capitalist modernity from more theoretical perspectives, attempting to set Chinese problems of modernity and its legitimacy against the Frankfurt School’s theorization. However, Chinese intellectuals’ diverse responses to the Frankfurt School have largely remained at the level of academic inquiries rather than seriously engaging in practically s

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14

Govender, Nathisvaran, Richard Sivil, and Gregory Morgan Swer. "The Authoritarian Character Revisited: Genesis and Key Concepts." Symposion 11, no. 2 (2024): 213–38. https://doi.org/10.5840/symposion202411217.

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This paper revisits the conceptual history of the early Frankfurt School’s investigations into the authoritarian character, the set of sadomasochistic character traits that dispose an individual or group to seek their own domination. This research project, which produced Fromm’s Studies on Authority and Family and Horkheimer’s Egoism and Freedom Movements in 1936 and ended in 1939 with Fromm’s expulsion from the Frankfurt School, is generally held to have been a theoretically-unproductive and abortive endeavour. We dispute such a reading by reconstructing the key concepts and methods of this r

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15

Parker, Martin. "Book review: Frankfurt or Frankfurt School?: Business Bullshit by André Spicer." Organization 25, no. 6 (2018): 839–41. http://dx.doi.org/10.1177/1350508418757568.

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16

Mityagina, Vera, Larisa Rebrina, Alexander Strizoe, Svetlana Tokareva, Dmitriy Javorskiy, and Yuliya Chemeteva. "Intellectual Forum “Frankfurt School: Reading Habermas”." Logos et Praxis, no. 4 (April 2020): 84–93. http://dx.doi.org/10.15688/lp.jvolsu.2020.4.8.

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The article presents an overview of the events in the framework of the intellectual forum "Frankfurt School: Reading Habermas" held at Volgograd State University with the support of the Moscow branch of the Rosa Luxemburg Stiftung.

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17

Alford, C. Fred. "Nature and Narcissism: The Frankfurt School." New German Critique, no. 36 (1985): 174. http://dx.doi.org/10.2307/488308.

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18

Honneth, Axel, and Charles Reitz. "Herbert Marcuse and the Frankfurt School." Radical Philosophy Review 16, no. 1 (2013): 49–57. http://dx.doi.org/10.5840/radphilrev20131617.

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19

McLaughlin, Neil, and C. Fred Alford. "Levinas, the Frankfurt School and Psychoanalysis." Canadian Journal of Sociology / Cahiers canadiens de sociologie 30, no. 1 (2005): 117. http://dx.doi.org/10.2307/4146161.

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20

Laberge, Yves. "Book Review: Revisiting the Frankfurt School." Sociological Research Online 18, no. 2 (2013): 223–24. http://dx.doi.org/10.1177/136078041301800201.

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21

Kennedy, E. "Carl Schmitt and the Frankfurt School." Telos 1987, no. 71 (1987): 37–66. http://dx.doi.org/10.3817/0387071037.

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22

D'Amico, R. "Karl Popper and the Frankfurt School." Telos 1990, no. 86 (1990): 33–48. http://dx.doi.org/10.3817/1290086033.

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23

Worrell, Mark P. "Joseph Freeman and the Frankfurt School." Rethinking Marxism 21, no. 4 (2009): 498–513. http://dx.doi.org/10.1080/08935690903145630.

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24

Brunkhorst, Hauke. "Rorty, Putnam and the Frankfurt School." Philosophy & Social Criticism 22, no. 5 (1996): 1–16. http://dx.doi.org/10.1177/019145379602200501.

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25

Trevor, Douglas. "The Detroit Frankfurt School Discussion Group." Ploughshares 42, no. 3 (2016): 157–210. http://dx.doi.org/10.1353/plo.2016.0116.

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26

Roemer, Nils, and Oliver Simons. "The Frankfurt School in New York." Germanic Review: Literature, Culture, Theory 100, no. 1 (2025): 1–49. https://doi.org/10.1080/00168890.2025.2472075.

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27

TANSEL İLİC, Deniz. "Re-reading Culture within the Framework of the Frankfurt School and the British Approach to Cultural Studies." Kültür Araştırmaları Dergisi, no. 14 (September 10, 2022): 368–78. http://dx.doi.org/10.46250/kulturder.1142848.

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While culture is affirmed by the Frankfurt School in an elitist and narrow framework; the school of British Cultural Studies takes the concept in a much broader context, including all doings of subjects. Especially as a musicologist, in Theodor Adorno's texts, genres such as jazz and Stravinsky-style classical music are devalued; Atonal music that emphasizes the variety of notes in the composition is affirmed. The school of British Cultural Studies, on the other hand, takes care of the more mundane forms of culture and finds a resilient element in popular culture in a way that restores the dig

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28

Mahdi, Abeer Sham. "Intellectual Directions of the Frankfurt School of Criticism." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 13, no. 01 (2023): 68–76. http://dx.doi.org/10.37648/ijrssh.v13i01.006.

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The Frankfurt School of Criticism is a school with a critical tendency that was established in the thirties of the twentieth century and reached its climax in the year 1968, it was named after the Institute for Social Research in Frankfurt as its center. This school was distinguished by the multiplicity of its intellectual directions, which, despite their differences, agreed on their criticism of the totalitarian industrial society and the various contradictions it produced.

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29

Thayf, Hendragunawan Sardjan, Muhammad Mukhtasar Syamsuddin, and Supartiningsih Supartiningsih. "APPROPRIASI TEORI KRITIS OLEH PARA PEMIKIR MUSLIM." Refleksi Jurnal Filsafat dan Pemikiran Islam 20, no. 2 (2021): 159. http://dx.doi.org/10.14421/ref.2020.2002-03.

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Critical Theory, especially of the Frankfurt School variant, is one of the theoretical and methodological lenses used quite often by contemporary Islamic thinkers. One thinker who is explicit in his adoption and adaptation of the thinking of the Frankfurt School is Fawzia Gilani-Williams who proposes an "Islamic Critical Theory". This article responds to her thought and at the same time departs from it to explore further the acceptance of this neo-Marxist thought in the discourse developed by Muslim intellectuals. At the same time, this article provides a response to the Islamization project o

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30

Thayf, Hendragunawan Sardjan, Muhammad Mukhtasar Syamsuddin, and Supartiningsih Supartiningsih. "APPROPRIASI TEORI KRITIS OLEH PARA PEMIKIR MUSLIM." Refleksi Jurnal Filsafat dan Pemikiran Islam 20, no. 2 (2021): 159–75. http://dx.doi.org/10.14421/ref.v20i2.2668.

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Critical Theory, especially of the Frankfurt School variant, is one of the theoretical and methodological lenses used quite often by contemporary Islamic thinkers. One thinker who is explicit in his adoption and adaptation of the thinking of the Frankfurt School is Fawzia Gilani-Williams who proposes an "Islamic Critical Theory". This article responds to her thought and at the same time departs from it to explore further the acceptance of this neo-Marxist thought in the discourse developed by Muslim intellectuals. At the same time, this article provides a response to the Islamization project o

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31

Varkhotov, Taras. "Method Versus Truth (Part 1. In the Direction for One-Dimensionality — the Formation of Frankfurt School’s Critical Theory)." Issues of Economic Theory 19, no. 2 (2023): 7–21. http://dx.doi.org/10.52342/2587-7666vte_2023_2_7_21.

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The article is the first part of a study and it is devoted to the development of the theoretical views the first generation of the Frankfurt School. The main attention is paid to its place in the history of Marxist social theory and the development of «left idea» in the 20th century. In this context, the relationship of the Institute for Social Research in Frankfurt am Main, which is the institutional core of the Frankfurt School, with Soviet Marxism is considered, as well as the degree of initial correspondence of the interests of the leaders of the Frankfurt School to the Marxist tradition a

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32

Metz, Walter. "From the Frankfurt school to film school: theorizing cinema pedagogy." Review of Communication 3, no. 4 (2003): 1. http://dx.doi.org/10.1080/745892619.

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33

Metz, Walter. "From the Frankfurt school to film school: theorizing cinema pedagogy." Review of Communication 3, no. 4 (2003): 455–58. http://dx.doi.org/10.1080/1535859032000106435.

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34

Rothe, Matthias, and Bastian Ronge. "The Frankfurt School: Philosophy and (political) economy." History of the Human Sciences 29, no. 2 (2016): 3–22. http://dx.doi.org/10.1177/0952695116637523.

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35

McLaughlin, Neil. "Levinas, The Frankfurt School and Psychoanalysis (review)." Canadian Journal of Sociology 30, no. 1 (2005): 117–20. http://dx.doi.org/10.1353/cjs.2005.0027.

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36

McCarthy, George E. "Book Review: The Frankfurt School in Excile." Contemporary Sociology: A Journal of Reviews 38, no. 6 (2009): 583–84. http://dx.doi.org/10.1177/009430610903800650.

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37

Stoetzler, Marcel. "Authority, Identity, Society: Revisiting the Frankfurt School." Sociology 49, no. 1 (2015): 191–97. http://dx.doi.org/10.1177/0038038514563640.

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38

Brown, W. "Feminist Theory and the Frankfurt School: Introduction." differences 17, no. 1 (2006): 1–5. http://dx.doi.org/10.1215/10407391-2005-001.

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39

Scheuerman, William E. "The Frankfurt School and American Social Thought." International Studies Review 12, no. 4 (2010): 637–39. http://dx.doi.org/10.1111/j.1468-2486.2010.00972.x.

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40

Maier, Joseph B. "Georg Luk�cs and the Frankfurt School." Studies in Soviet Thought 31, no. 1 (1986): 53–57. http://dx.doi.org/10.1007/bf00837617.

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41

Tytar, Olena, Natalya Fradkinа, and Viktoriia Alimova. "THE FRANKFURT SCHOOL AS A CONSTRUCTIVE CRITICISM OF THE ENLIGHTENMENT (TO THE 100TH ANNIVERSARY OF THE FRANKFURT SCHOOL)." European philosophical and historical discourse 9, no. 1 (2023): 27–34. http://dx.doi.org/10.46340/ephd.2023.9.1.3.

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42

Boucher, Geoff. "The Frankfurt School and the authoritarian personality: Balance sheet of an insight." Thesis Eleven 163, no. 1 (2021): 89–102. http://dx.doi.org/10.1177/07255136211005957.

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Frankfurt School critical theory is perhaps the most significant theory of society to have developed directly from a research programme focused on the critique of political authoritarianism, as it manifested during the interwar decades of the 20th century. The Frankfurt School’s analysis of the persistent roots – and therefore the perennial nature – of what it describes as the ‘authoritarian personality’ remains influential in the analysis of authoritarian populism in the contemporary world, as evidenced by several recent studies. Yet the tendency in these studies is to reference the final for

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43

Donatus, Sermada Kelen. "TEORI KRITIS DAN RELEVANSINYA UNTUK PENGKAJIAN TERHADAP REALITAS SOSIAL BANGSA INDONESIA." Jurnal Ledalero 14, no. 1 (2015): 159. http://dx.doi.org/10.31385/jl.v14i1.11.159-181.

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This essay elaborates the Critical Theory proposed by a group of German intellectuals who revived the anti-capitalist social theory of Karl Marx. They belong to what is called the “Frankfurt-School” which emphasises the contextualisation of Marx’ theory. Critical Theory emerged as a response to anti-socialist dominance in contemporary society. This essay takes up some of the ideas of Frankfurt-School members Max Horkheimer, Theodor Adorno, Herbert Marcuse and Jürgen Habermas. Critical Theory can impact greatly on how we read present-day Indonesian society which is being destroyed by the global

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44

Hafiz, Abdul, Leli Romdaniah, Rasya Ahmad Nizar, and Syifa Mauliza. "Konsep Pendidikan Hasan Langgulung (Berbasis Psikologi dan Agama) dan Konsep Pendidikan Jürgen Habermas (1929) Mazhab Frankfurt; Perbandingan tentang Tujuan, Kurikulum, PBM, Guru, Evaluasi dan Lingkungan Pendidikan." Rayah Al-Islam 7, no. 3 (2023): 1357–76. http://dx.doi.org/10.37274/rais.v7i3.832.

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Konsep Pendidikan Hasan Langgulung (Berbasis Psikologi dan Agama) dan Konsep Pendidikan Habermas (1929) Mazhab Frankfurt dapat dibandingkan dalam beberapa aspek, terutama dalam konteks pembebasan dari ideologi kapitalis dan penghormatan terhadap nalar spiritual serta positivisme. Meskipun Hasan Langgulung adalah tokoh pemikir Islam Indonesia yang hidup pada abad ke-20 dan memiliki sudut pandang yang berbeda dengan pemikiran Habermas yang berasal dari Mazhab Frankfurt, perbandingan ini akan mencoba untuk mengeksplorasi beberapa elemen kunci dalam kedua konsep pendidikan ini. Penelitian ini akan

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45

Fatah, Damanhuri. "THE HISTORY OF THE FRANKFURT SCHOOL FROM CRITICISM TO EMANCIPATION MOVEMENT." Historia: Jurnal Pendidik dan Peneliti Sejarah 13, no. 1 (2017): 95. http://dx.doi.org/10.17509/historia.v13i1.7700.

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This paper describes the modern society’s major basic idea which has been uphold by Frankfurt School, that is, the crisis of enlightenment, of art and culture, and of history. The school is trying to reunite concretely branches of knowledge in social sciences which have been broken down into pieces without sacrificing their good points. The school also intellectually and socially redefines Marxism in its period. The Frankfurt School of the first period was claimed to have been deadlock in taking part in solving the problem of modern world. The works of Karl Marx, Horkheimer, Adorno, as well as

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46

Verovšek, Peter J. "Social criticism as medical diagnosis? On the role of social pathology and crisis within critical theory." Thesis Eleven 155, no. 1 (2019): 109–26. http://dx.doi.org/10.1177/0725513619888663.

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The critical theory of the Frankfurt School starts with an explanatory-diagnostic analysis of the social pathologies of the present followed by anticipatory-utopian reflection on possible treatments for these disorders. This approach draws extensively on parallels to medicine. I argue that the ideas of social pathology and crisis that pervade the methodological writings of the Frankfurt School help to explain critical theory’s contention that the object of critique identifies itself when social institutions cease to function smoothly. However, in reflecting on the role that reason and self-awa

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47

Zeng, Lisa. "Analysis of Hartmut Rosa's Critical Theory of Social Acceleration." Lecture Notes in Education Psychology and Public Media 2, no. 1 (2023): 263–76. http://dx.doi.org/10.54254/2753-7048/2/2022459.

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As human beings enter post-modern society, social life is highly fluid and tends to accelerate constantly, and therefore acceleration has become an issue of focus for various disciplines. This paper first explores the main components of Frankfurt School critical theorist Hartmut Rosa's theory of social acceleration: the connotation of acceleration theory, the inner mechanism, the way to produce new alienation, and the way to solve alienation, and summarizes and sorts out the theoretical results. Secondly, this paper compares the ideas of Rosa with those of the first three generations of Frankf

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48

Roth, Bob. "The welfare state between juridification and commodification: how the Frankfurt School gave up on economic democracy." European Law Open 2, no. 2 (2023): 386–404. http://dx.doi.org/10.1017/elo.2023.39.

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AbstractThe aim of this contribution is to critically introduce and assess the Frankfurt School’s theory of late capitalism as it emerged in the 1970s, when a combined crisis of inflation and stagnation began to unravel the Keynesian orthodoxies of state-organised capitalism. In the process, Frankfurt theorists such as Jürgen Habermas and Claus Offe developed powerful critiques of commodification and juridification. The origins of their theory of late capitalism are first traced to the interwar debates on the Weimar Constitution – Germany’s first experiment in both constitutional and economic

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49

Buchstein, Hubertus. "Otto Kirchheimer and the Frankfurt School: Failed Collaborations in the Search for a Critical Theory of Politics." New German Critique 47, no. 2 (2020): 81–106. http://dx.doi.org/10.1215/0094033x-8288139.

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Abstract This article describes debates among members of the Frankfurt School during their years in exile in the United States about the status of political institutions within their analytic frameworks. The cited unpublished material in this article sheds new light on the complicated relationship between Otto Kirchheimer and the core of the Frankfurt School group on this issue. Kirchheimer’s biographical episode with the group exemplifies both the failure of interdisciplinary collaboration at the Institute of Social Research and the inability of its members to develop a joint theoretical pers

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50

Fuchs, Christian. "M. N. Roy and the Frankfurt School: Socialist Humanism and the Critical Analysis of Communication, Culture, Technology, Fascism and Nationalism." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 17, no. 2 (2019): 249–86. http://dx.doi.org/10.31269/triplec.v17i2.1118.

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Manabendra Nath Roy (1887-1954) was the founder of the Communist Parties of Mexico and India and a socialist-humanist philosopher. In the Western world, his works are today widely ignored and forgotten. This article introduces some philosophical aspects of Roy’s thought. It engages with foundations of his theory and shows its relevance for the study of communication, culture, technology, the human being, fascism, and nationalism. Frankfurt School thinkers such as Theodor W. Adorno, Max Horkheimer, Herbert Marcuse, and Erich Fromm were interested in similar topics to Roy. This article also comp

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