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On the occasion of the 100th anniversary of the foundation of the Institute for Social Research in Frankfurt am Main, in 1923, this book aims at shedding light on the archives of some of the key thinkers of Critical Theory of Society, also well known as >Frankfurt School<. To pay homage to this current of thought, this contributed volume aims to make the archives speak for themselves, to show the public the quantity of unpublished material still existing by the authors of the Critical Theory which are now in funds in different parts of the world (in Germany, in Italy, or in the United States), and to show that Critical Theory remains alive 100 years after its inception.– The volume starts by presenting the archives of Karl Marx and Friedrich Engels, the thinkers who inspired Critical Theory, and the archives of the Institute for Social Research itself. Then it dedicates separate sections to the archives of Walter Benjamin, Max Horkheimer, Theodor W. Adorno, Friedrich Pollock, Herbert Marcuse, Leo Löwenthal and Jürgen Habermas. The book is composed of chapters written by researchers and editors who worked in the different fonds, as well as chapters written by or interviews with researchers who were or are in charge of some of the archives, or who are especially familiar with the material.– The Archives of Critical Theory will be an invaluable tool for researchers in many disciplines working with Critical Theory of Society, such as Sociology, Anthropology, Political Science, Philosophy, History, Education, Law and Cultural Studies, among others. Readers will find information about the content of each archive and the history of its constitution. The various contributions present many ways in which the materials may be explored and explain how such explorations affected or may yet affect the state of the research.
Learning >in the Hive<: >Social Character< and Student Wellbeing in the Age of Psychometric Data
(2023)
Growing societal concern about a crisis in the wellbeing of young people has prompted a range of responses from governments and corporations, predicated on an ideal of the resilient, self-reliant individual. Behavioural economists, data scientists and educational technology companies now offer a variety of psychological interventions based on psychometric data, aimed at ‘equipping’ individual students with the necessary skills and character to enable them to withstand the pressures of contemporary life. As a consequence, the critical importance of mutually supportive interpersonal relationships continues to be neglected in mainstream approaches to Social and Emotional Learning (SEL). This article draws on Fromm’s theory of social character and Zuboff’s analysis of >life in the hive< to challenge the assumptions about human behaviour underpinning data science and its application in digital tools for social and emotional learning and self-managed wellbeing. To improve students’ wellbeing, we need to begin with an understanding of why they are more likely to thrive within a network of mutually supportive social relationships than a digital >hive<.
O poczuciu bezradności
(2023)
Poczucie bezsilności
(2023)
Postawa kreatywna
(2023)
Czy nadal kochamy życie?
(2023)