Vicious circles: Adorno, Dewey and disclosing critique of society

Abstract

At the centre of Adorno’s critical theory of society lies the problem of Bann or Bannkreis: why do individuals systematically act in ways that reinforce conditions that are obviously incompatible with their freedom and pursuit of happiness? Despite criticism of Dewey’s experimentalism by several Frankfurt School critical theorists claiming that the American pragmatist fails to account for systematic blockages to critique, Dewey does in fact formulate his approach to social critique as a response to the problem that social life might be made immune to transformative claims. In Human Nature and Conduct, thirty years prior to Adorno’s Bannkreis, he conceptualizes a ‘vicious circle’ in which attempts to transform social life seem to be caught and points to a way out. This article shows that Adorno and Dewey share in a project at the heart of critical theory, the project of a disclosing critique of society. In different and mutually completing ways, the Frankfurt School critical theorist and the American pragmatist point out the extent to which their contemporary societies are caught in antagonistic and painful vicious circles and thereby point to the objective possibility of another form of social life. The article is historical, but it is animated by the intent to brush a fruitful path for disclosing critique today. From Adorno, this critical practice gains the idea that theory of society can be a disclosing gesture, which presents an important corrective to Dewey’s failure to trace the eclipse of the public. From Dewey, it gets a reminder that these theories must find ways to continue into ordinary life experience through group action for their disclosure to come full circle.

Language, Social Conflict, and Their Implications for the World of Education: A Case Study in One Region of Indonesia

“…In conclusion, language in its status as a nodal point is not only text-dimensioned but also operates empirically. Language, which is never neutral, becomes the basis for mobilizing the masses to stigmatize other communities, leading to divisions (Gerber & Brincat, 2016;Sarkela, 2022). The divergence that occurs results in various destructive effects, impacting various dimensions, one of which is the hindered academic achievement process due to disrupted teaching and learning processes during and after riots.…”