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Critical Theory as Metaphilosophy: Philosophy, Ideology and Truth The best way to show how Critical Theory offers a distinctive philosophical approach is to locate it historically in German Idealism and its aftermath. For Marx and his generation, Hegel was the last in the grand tradition of philosophical thought able to give us secure knowledge of humanity and history on its own.
Once reason was thoroughly socialized and made historical, historicist skepticism emerged at the same time, attempting to relativize philosophical claims about norms and reason to historically and culturally variable forms of life.
Critical Theory developed a nonskeptical version of this conception, linking philosophy closely to the human and social sciences.
In so doing, it can link empirical and interpretive social science to normative claims of truth, morality and justice, traditionally the purview of philosophy.
While it defends the emphasis on normativity and universalist ambitions found in the philosophical tradition, it does so within the context of particular sorts of empirical social research, with which it has to cooperate if it is to understand such normative claims within the current historical context.
After presenting the two main versions of this conception of philosophy, I turn to an illuminating example of how this cooperative relation between philosophy and the social sciences works from the point of view of the main figures in Critical Theory who sought to develop it: Even if Critical Theorists are united in a common philosophical project, this example shows the large differences between the first and second generation concerning the normative justification of social criticism.
In the modern era, philosophy defines its distinctive role in relation to the sciences. As Rorty and others have put it, transcendental philosophy has two distinct roles: In light of this ability to judge the results of the sciences, philosophy can also organize knowledge, assigning to each of them their proper sphere and scope.
The Kantian solution denies the need for direct cooperation with the sciences on issues related to normativity, since these were determined independently through transcendental analysis of the universal and necessary conditions for reason in its theoretical and practical employment.
Echoes of the subsequent post-Hegelian criticisms of Kantian transcendental philosophy are found in the early work of Horkheimer and Marcuse.
As Horkheimer understood the task of Critical Theory, philosophical problems are preserved by taking a role in defining problems for research, and philosophical reflection retains a privileged role in organizing the results of empirical research into a unified whole.
This understanding of the relation of philosophy and the sciences remains broadly Kantian.
Even while rejecting the role of philosophy as transcendental judge, he still endorses its normative role, to the extent that it still has the capacity to organize the claims of empirical forms of knowledge and to assign each a role in the normative enterprise of reflection on historically and socially contextualized reason.
This unstable mixture of naturalism with a normative philosophical orientation informed much of the critical social science of the Frankfurt School in the s. According to this conception of materialism, Critical Theory could operate with a theoretical division of labor in which philosophy's normative stance could criticize the embodiments of reason and morality according to their internal criteria.
However, Horkheimer and Marcuse saw the skeptical and relativist stance of the emerging sociology of knowledge, particularly that of Karl Mannheim, as precisely opposed to that of Critical Theory.
Horkheimer formulates this skeptical fallacy that informed much of the sociologically informed relativism of his time in this way: It is not clear why the conditioned character of thought should affect the truth of a judgment—why shouldn't insight be just as conditioned as error?
The core claim here is that fallibilism is different from relativism, suggesting that it is possible to distinguish between truth and the context of justification of claims to truth.
Faced with a sociological naturalism that relativized claims to truth and justice are necessary for social criticism, the challenge could be answered by detranscendentalizing truth without losing its normativity Horkheimer6; McCarthy, in McCarthy and Hoy Once the skeptic has to take up the practical stance, alternatives to such paper doubt become inevitable.
Indeed, the critic must identify just whose practical stance best reveals these possibilities as agents for social transformation of current circumstances. As I point out in the next section, the Frankfurt School most often applied ideology critique to liberal individualism, pointing out its contextual limitations that lead to reductionist and pernicious interpretations of democratic ideals.
First, philosophy is given the task of organizing social research and providing its practical aims even in the absence of the justification of its superior capacities. A more modest and thoroughly empirical approach would be more appropriate and defensible.
Second, the source of this confidence seems to be practical, that critics must immanently discover those transformative agents whose struggles take up these normative contents of philosophy and attempt to realize them. But once this practical possibility no longer seems feasible, then this approach would either be purely philosophical or it would turn against the potentialities of the present.
Indeed, during the rise of fascism in the Second World War and the commodified culture afterwards, the Frankfurt School became skeptical of the possibility of agency, as the subjective conditions for social transformation were on their view undermined.School Uniforms School uniforms are becoming a popular trend amongst schools.
Students and even most parents don’t agree with the enforcement with school uniforms. The Origin of Philosophy: The Attributes of Mythic/ Mythopoeic Thought. The pioneering work on this subject was The Intellectual Adventure of Ancient Man, An Essay on Speculative Thought in the Ancient Near East by Henri Frankfort, H.A.
Frankfort, John A. Wilson, Thorkild Jacobsen, and William A. Irwin (University of Chicago Press, , -- also once issued by Penguin as Before Philosophy). This page describes and critisizes many of the reasons people site for having school uniforms. A consideration of the basic problems of civil procedure designed to acquaint students with the fundamental stages and concerns of litigation, e.g., jurisdiction, pleading, discovery, trial, choice of law, and multiparty actions.
The question of uniform has come up a lot. In Britain the students have to wear uniforms, with only the smallest schools being exempt. In America the rules are a little different, and most institutions may choose whether their students wear a uniform.
Learn why the Common Core is important for your child. What parents should know; Myths vs. facts.