Mid-American Review of Sociology, Volume 16, Number 2 (SPRING, 1992) https://hdl.handle.net/1808/46222024-03-29T11:36:59Z2024-03-29T11:36:59ZOnthe Critiqueof SociologyMarcuse, Herberthttps://hdl.handle.net/1808/50902018-05-21T14:07:09Z1992-04-01T00:00:00ZOnthe Critiqueof Sociology
Marcuse, Herbert
1992-04-01T00:00:00ZAn End to "Childhood Amnesia": The Utopian Idealof Childhoodin Critical TheoryNeustadter, Rogerhttps://hdl.handle.net/1808/50912018-05-21T14:07:40Z1992-04-01T00:00:00ZAn End to "Childhood Amnesia": The Utopian Idealof Childhoodin Critical Theory
Neustadter, Roger
The examination focuses on how critical theory has viewed childhood and employed the image and meaning of childhood in ideological elaboration. It explores how critical theorists such as Adorno, Benjamin, Horkheimer, Bloch, and Marcuse contrasted the riches of childhood experience with the poverty of mature adult perception and with the notion of societal progress. By uniting lost experiential dimensions of childhood and restoring childhood memory, critical theoryanticipates arelease ofemancipaory reflection and transformed social praxis.
1992-04-01T00:00:00ZMid-American Review of Sociology, Volume 16, Number 2 (SPRING, 1992): Front Matterhttps://hdl.handle.net/1808/50892018-05-21T14:07:54Z1992-04-01T00:00:00ZMid-American Review of Sociology, Volume 16, Number 2 (SPRING, 1992): Front Matter
1992-04-01T00:00:00ZThe Frankfurt School and Critical Sociology and Critical PhilosophyManheim, Ernesthttps://hdl.handle.net/1808/50882018-05-21T14:08:07Z1992-04-01T00:00:00ZThe Frankfurt School and Critical Sociology and Critical Philosophy
Manheim, Ernest
Dr. Manheim delivered a lecture on the Frankfurt School and Critical Sociology and Critical Philosophy at the Department of Sociology of the University of Kansas on November 14,1991. Thisis a transcription of that lecture. It has been transcribed and partially edited, with Dr. Manheim's assistance, by LauraJ. Bahmaie and Hossein Bahmaie.
1992-04-01T00:00:00Z