Negative Dialectics

Some articles on negative dialectics, dialectic, dialectics:

Frankfurt School - Theoretical Work - Critical Theory and Domination - Negative Dialectics
... This led to the attempt to root the dialectic in an absolute method of negativity, as in Marcuse's One-Dimensional Man (1964) and Adorno's Negative Dialectics (1966) ... This effort appears in systematized form in Adorno's Negative Dialectics, which tries to redefine dialectics for an era in which "philosophy, which once seemed obsolete, lives on because the moment to realize it was ... Negative dialectics expresses the idea of critical thought so conceived that the apparatus of domination cannot co-opt it ...
Adorno - Theory
... in the Age of Mechanical Reproduction Eclipse of Reason The Fear of Freedom Dialectic of Enlightenment Minima Moralia Eros and Civilization One-Dimensional Man ... In this sense, the principle of self-preservation, Adorno writes in Negative Dialectics, is nothing but "the law of doom thus far obeyed by history." At its most basic, Adorno's ... As he put it at the beginning of his Negative Dialectics (1966), philosophy is still necessary because the time to realise it was missed ...
Adorno - Life and Career - Post-war Europe - Post-war German Culture
... German culture could mean after Auschwitz his own continual revision of this dictum—in Negative Dialectics, for example, he wrote that "Perennial suffering has as much right to expression as a ... After seven years of work, Adorno completed Negative Dialectics in 1966, after which, during the summer semester of 1967 and the winter semester of 1967-8, he offered regular philosophy seminars to discuss the ... oppressed, to which Adorno replied that negative dialectics was concerned "with the dissolution of standpoint thinking itself." ...

Famous quotes containing the word negative:

    For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.
    Sara Lawrence Lightfoot (20th century)