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238 pages

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A reexamination of key Frankfurt School thinkers—Benjamin, Adorno, Horkheimer, Marcuse—in the light of contemporary theory and cultural studies across the disciplines, Rethinking the Frankfurt School asks what consequences such a rethinking might have for study of the Frankfurt School on its own terms. Ironically, contemporary theorists find themselves turning back toward the Frankfurt School precisely for the reasons it was once scorned: for a notion of subjects whose desires are less liberated and multiplied than they are produced and regulated by a far-reaching, very-nearly totalizing global culture industry. Indeed, as new questions concerning globalization and economic redistribution emerge, while analyses of identity politics and subjective transgression become less central to contemporary theory and cultural studies, the future of the Frankfurt School looks as promising and productive as its past has proven to be.
Acknowledgments

Introduction: Rethinking the Frankfurt School
Jeffrey T. Nealon and Caren Irr

I. THE FRANKFURT SCHOOL TODAY

1. The Theoretical Hesitation: Benjamin’s Sociological Predecessor
Fredric Jameson

2. The Frankfurt School and British Cultural Studies: The Missed Articulation
Douglas Kellner

3. The Limits of Culture: The Frankfurt School and/for Cultural Studies
Imre Szeman

4. The Frankfurt School and the Political Economy of Communications
Ronald V. Bettig

II. ADORNO

5. Of Mice and Mimesis: Reading Spiegelman with Adorno
Andreas Huyssen

6. Why Do the Sirens Sing?: Figuring the Feminine in Dialectic of Enlightenment
Nancy Love

7. On Doing the Adorno Two-Step
Evan Watkins

8. Maxima Immoralia?: Speed and Slowness in Adorno
Jeffrey T. Nealon

III. BENJAMIN, HORKHEIMER, MARCUSE, HABERMAS

9. The Negative History of the Moment of Possibility: Walter Benjamin and the Coming of the Messiah
Richard A. Lee Jr.

10. The Frankfurt School and the Domination of Nature: New Grounds for Radical Environmentalism
Kevin DeLuca

11. One-Dimensional Symptoms: What Marcuse Offers a Critical Theory of Law
Caren Irr

12 The Offentlichkeit of Jurgen Habermas: The Frankfurt School’s Most Influential Concept?
Thomas O. Beebee

IV. CONCLUSION

13. The Frankfurt School
Agnes Heller

About the Contributors

Index

Sujets

Popular culture

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Publié par	State University of New York Press
Date de parution	01 février 2012
Nombre de lectures	0
EAN13	9780791488010
Langue	English
Poids de l'ouvrage	7 Mo

Informations légales : prix de location à la page 0,1698€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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r e t h i n k i n g t h e FRANKFURT SCHOOL

Edited byJeffrey T. Nealon and Caren Irr

A L T E R N A T I V E

L E G A C I E S O F

C U L T U R A L

C R I T I Q U E

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RETHINKING THE FRANKFURT SCHOOL

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RETHINKING THE FRANKFURT SCHOOL

Alternative Legacies of Cultural Critique

Edited by Jeffrey T. Nealon and Caren Irr

State University of New York Press

Cover illustration:Andy Warhol, “Soup Can with Dollar Bills” 2002 Andy Warhol Foundation for the Visual Arts/ARS, New York

Published by State University of New York Press, Albany

2002 State University of New York

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207

Production by Dana Foote Marketing by Patrick J. Durocher

Library of Congress Cataloging-in-Publication Data

Rethinking the Frankfurt School : alternative legacies of cultural critique / edited by Jeffrey T. Nealon and Caren Irr. p. cm. Includes bibliographical references and index. ISBN 0-7914-5491-6 (alk. paper) — ISBN 0-7914-5492-2 (pbk. : alk. paper) 1. Frankfurt school of sociology. 2. Culture—Philosophy. 3. Culture—Study and teaching. I. Nealon, Jeffrey T. (Jeffrey Thomas) II. Irr, Caren.

HM467 .R48 2002 306′.01—dc21

10 9 8 7 6 5 4 3 2 1

2002070658

CONTENTS

Acknowledgments

Introduction: Rethinking the Frankfurt School Jeffrey T. Nealon and Caren Irr

THE FRANKFURT SCHOOL TODAY

The Theoretical Hesitation: Benjamin’s Sociological Predecessor Fredric Jameson

The Frankfurt School and British Cultural Studies: The Missed Articulation Douglas Kellner

The Limits of Culture: The Frankfurt School and/for Cultural Studies Imre Szeman

The Frankfurt School and the Political Economy of Communications Ronald V. Bettig

ADORNO

Of Mice and Mimesis: Reading Spiegelman with Adorno Andreas Huyssen

Why Do the Sirens Sing?: Figuring the Feminine inDialectic of Enlightenment Nancy Love

On Doing the Adorno Two-Step Evan Watkins

Maxima Immoralia?: Speed and Slowness in Adorno Jeffrey T. Nealon

vii

111

123

131

225

223

Contents

BENJAMIN, HORKHEIMER, MARCUSE, HABERMAS

III

One-Dimensional Symptoms: What Marcuse Offers a Critical Theory of Law Caren Irr

187

207

CONCLUSION

169

145

The Negative History of the Moment of Possibility: Walter Benjamin and the Coming of the Messiah Richard A. Lee Jr.

153

The Frankfurt School Agnes Heller

About the Contributors

TheenffÖtiekhciltof Jürgen Habermas: The Frankfurt School’s Most Inﬂuential Concept? Thomas O. Beebee

Index

The Frankfurt School and the Domination of Nature: New Grounds for Radical Environmentalism Kevin DeLuca

ACKNOWLEDGMENTS

The editors are grateful for permission to reproduce the following essays: Fredric Jameson, Winter 1994, “The Theoretical Hesitation: Benjamin’s So-ciological Predecessor,”Critical Inquiry25, 267–88. Douglas Kellner, 1997, “The Frankfurt School and British Cultural Studies: The Missed Articulation” inCultural Methodologies,Jim McGuigan (London: ed. Sage): 12– 41. Andreas Huyssen, Fall 2000, “Of Mice and Mimesis: Reading Spiegelman with Adorno,”New German Critique81. The online journalTheory & Eventpublished earlier versions of the essays by Nancy Love (volume 3.1, 1999) and Jeffrey T. Nealon (volume 4.3, 2000). We would also like to thank the Department of English at the Pennsylvania State University and the provost’s ofﬁce of Brandeis University for their support of this project.

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