新西兰作业代写:坎宁安认为

2017-09-25 00:00

然而，坎宁安认为，马尔库塞从来没有打算发展自己的理论，而在象牙塔里凝视着他。而批判理论教育应该把学生穿透墙壁和功能实现的制度实践，理论和行动的一致性。坎宁安用马尔库塞自己的话说，从1968，由其内在的动力，从而导致教育超越课堂，超越了大学，进入政治维度和对道德的、本能的维度”（自己加的）。一个内在的革命是外革命和辩证批判的前兆是解放，培育内在革命的关键。马尔库塞望着劳动本身查找原因，他认为建立一个一维的社会：他认为，技术，媒体和收敛标准化加上无尽的值必须的商品组合攻击一个人的真实性。原因是被技术理性和批判的感觉迟钝，使我们，正如马尔库塞所言，或异议甚至敌对的无私。坎宁安仔细地回顾了1960世纪的成熟的革命潜力如何受到资本的控制，正如马尔库塞所预言的那样。
新西兰作业代写:坎宁安认为
However, Cunningham argues that it was never Marcuse's intention to develop his theory, whilst navel gazing inside an ivory tower. Rather critical theory in education should move students to pierce through the institutional walls and function as actualised praxis, the congruence of theory and action. Cunningham uses Marcuse's own words from 1968, 'By its own inner dynamic, education thus leads beyond the classroom, beyond the university, into the political dimension and in to the moral, instinctual dimension' (his italics). An inner revolution is a precursor to outer revolution and dialectical critique is the key to the liberation which will nurture that inner revolution.Marcuse looked beyond labour itself to find the causes of what he thought was creating a one dimensional society: he argued that technology, the media and a converging standardisation of values coupled with an unending stream of 'must have' commodities combine to attack an individual's authenticity. Reason is usurped by technological rationality and our critical senses are dulled, making us, as Marcuse argued, disinterested in or even hostile to dissent. Cunningham carefully traces how the ripe revolutionary potential of the 1960's has come under the control of capital, as Marcuse predicted might be the case.

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