Secondary reading included below is not a comprehensive list of all available literature. However, remember all sources must be correctly footnoted and included in bibliographies. Question( 2,000 words) The concept of communication plays a vital role in Habermas’s understanding of critical theory. Explain this role and consider its strengths and weakness. Reading: Habermas, J. ‘Between Philosophy and Science: Marxism as critique’ Theory and Practice Boston, 1973 Habermas, J. Document Preview:
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Get Help Now!Habermas and his Predecessors. 1. Habermas was Adorno’s assistant in the mid fifties. He came from a middle class family; his father was a minor bureaucrat. As a boy he experienced the period of Fascism in Germany. After the typical philosophical education in a largely unreconstructed Germany university system after the war he wrote his dissertation on Schelling. From his earliest work Habermas has always been a very engaged leftist intellectual. He has always been willing to enter public debates in Germany over contemporary political and cultural issues like educational reform in the fifties and the political role of student protest in the sixties, the historians dispute and the resurgence of anti-foreign neo-Fascism in the wake of German reunification and, most recently, the Iraq War and the resulting Euro-American Foreign policy disputes. Much of his participation in public discussion was concerned with efforts to ensure the embedding of a post war healthy liberal democratic society and its further democratisation. This stance as an engaged public intellectual is very much in conformity with his understanding of critical theory as a practically motivated cultural self-reflection. He believed that the earlier generation of the Frankfurt School after their return to Germany had retreated too far into traditional philosophical mode speculation and detached themselves from a practical engagement with the contradictions of post-war German society. Ironically, he was promoted to Horkheimer’s chair at Frankfurt in the early sixties despite the fact that Horkheimer has considered him too radical. From this time, he became the most prominent of the second generation Frankfurt School thinkers. Towards the end of the sixties at the height of the Student Movement he moved from the University of Frankfurt to head the Max Planck Research Institute at Starnberg before returning to Frankfurt in the early eighties as the Professor of Sociology and Philosophy. He remained…
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