@article{DiPol, author = {Di Pol, Redi Sante}, title = {La scuola di Francoforte: analisi delle tematiche pedagogiche [The Frankfurt School: Analysis of Pedagogical Themes,}, series = {I Problemi della Pedagogia, Vol. 21 (No. 2, Mar-Apr. 1975, pp. 201-229.}, journal = {I Problemi della Pedagogia, Vol. 21 (No. 2, Mar-Apr. 1975, pp. 201-229.}, abstract = {The Frankfurt school is inferior to mainline Marxism because it confines itself to theorizing instead of engendering political action. This failure was made evident by the incapacity to inspire any sort of anti-Nazi movement. Nevertheless, the school has made important theoretical contributions in the areas of human personality and consciousness formation. In pedagogy, its notable contribution has been E. FROMM's Authoritarian Personality, where it is argued that the ultimate origins of racial and economic prejudices are rooted in the authoritarian personality, ie, in the submission of authority and authoritarianism toward one's inferiors. J. Habermas, in his study of the political attitudes of German students (Studenten und Poiltik. Eine sociologische Untersuchung zum politischen Bewusstsein Frankfurter Studenten, Students and Politics. A Sociological Examination of the Political Consciousness of Frankfurt Students, Neuwied und Berlin, 1961) contended that political participation is a functional element of democratic society. O. Negt advocated new syndicalist organizations to promote new models of workers' education which would supercede the archaic methods of action and class struggle.}, language = {it} }