Immanent Critique of Educational System: Reappraising Hegel, Marx and Adorno

Document Type : پژوهشی

Author

University of Tehran

Abstract

The primary purpose of this study is to critique the official approach of educational reform in Iran from the viewpoint of immanent critique, which was first proposed by Hegel and then expanded and defended with some variations by Marx and Frankfurt School. In the first part, the ideas of Hegel, Marx, and Adorno on immanent critique are examined. Second, corresponding to each of these philosophers, three suggestions are made contrary to the current official approach to educational reform. In conclusion, the principles of immanent critique of the education system are stated, and the three criticisms raised by the Overseas Consultants Inc., Mohammad Ali Toosi and Samad Behrangi are evaluated accordingly.

Keywords


Adorno, T. W. (1973). Negative Dialectics. E. B. Ashton (Trans.). London: Routledge and Kegan Paul.
Adorno, T. W. (1982). Against Epistemology: A Metacritique (Studies in Husserl and the Phenomenological Antinomies). W. Domingo (Trans.). Massachusetts: MIT Press.
Adorno, T. W. (1983). Prisms. MIT Press.
Adorno, T. W. (1999). Minima Moralia. E. F. N. Jephcott (Trans.). Frankfurt: Suhrkamp.
Adorno, T. W. (2005). Minima Moralia. H. Farazandeh (Trans.). Isfahan: Naghshe Khorshid. (In Persian).
Alamolhoda, J. (2009). Islamic theory of education. Tehran: Imam Sadegh University Press. (In Persian).
Bagheri, K, Sajjadieh, N, Tavassoli, T. (2014). Research approaches and methods in philosophy of education. Tehran: Institute for Cultural and Social Studies. (In Persian).
Bagheri, K. (2008). Philosophy of education in Islamic republic of Iran (Vol. 1). Tehran: Elmi-Farhangi. (In Persian).
Bagheri, K. (2019). Lecture in Institute for Research on Education. Tehran. Retrieved from http://rabnews.ir/12467/. (In Persian).
Becker, M. (2018). On Immanent Critique in Hegel’s Phenomenology. Hegel Bulletin, pp. 1-23. 10.1017/hgl.2018.8.
Behrangi, S. (1967). An examination of educational problems in Iran. Tehran: Shabgir press. (In Persian).
Brittain, C. C. (2010). Adorno and theology. London: T & T Clark International.
Buchwalter, A. (1987). Hegel, Adorno and the concept of transcendent critique. Philosophy and Social Criticism, 12 (4), 297-328.
Celikates, R. (2012). Karl Marx: Critique as emancipatory practice. In K. de Boer & R. Sonderegger (Eds.), Conceptions of critique in modern and contemporary philosophy (pp. 101-118). New York: Palgrave Macmillan.
Finlayson, J. G. (2014). Hegel, Adorno and the origins of immanent criticism. British Journal for the History of Philosophy, 22 (6), 1142-1166.
Haggerson, N. L. (1991). Philosophical inquiry: Ampliative criticism. In E. C. Short (Ed.), Forms of curriculum inquiry (pp. 43-60). Albany: State university of New York press
Hegel, G. W. F. (1977). Phenomenology of Spirit. A. V. Miller (Trans.). Oxford: Oxford University Press.
Hegel, G. W. F. (2000), ‘On the Essence of Philosophical Criticism Generally, and its Relationship to the Present State of Philosophy in Particular’. H. S. Harris (Trans.) in G. di Giovanni (ed.), Between Kant and Hegel: Texts in the Development of Post- Kantian Idealism, pp. 275–291. Cambridge: Hackett Publishing Company.
Hemmatifar, M. (2020). The main problem of the Iranian educational system is being imported. Retrieved from http://rabnews.ir/13352/. (In Persian).
Honneth, A. (2001). Reconstructive Social Critique with a Genealogical Reservation: On the Idea of Critique in the Frankfurt School. Graduate Faculty Philosophy Journal, 22 (2), 3-11.
Horkheimer, M. (1972). Traditional and critical theory. In his Critical theory: Selected essays. M. J. O’Connell(Trans.). pp. 188-252. New York: Herder and Herder.
Karimi, A. (2016). Education against education. Tehran: Ghadiyani.
Marx, K. (1978). The Marx-Engels reader. R. C. Tucker (Ed.). London: Norton.
Marx, K. (1997). Writings of young Marx on Philosophy and society. D. Easton & K. H. Guddat (Eds.). Indiana: Hackett Publishing Company.
Mirarab Razi, R. (2015). Explaining the Reasons for Failure of Educational Reform and Resistance by Teachers. Journal of Curriculum Studies, 10(38), 159-178. (In Persian).
Miri, S. J., Khorami Nejad, M. (2019). A critical study of education policy making in modern Iran. Tehran: Naghd-e Farhang.
Mousapour, N. (2012). Approaches that govern change in Iran’s education system and curriculum; from the engineering approach to cultural approach. Rahbord Farhang ,5(Issue 17-18), 243-273. (In Persian).
Nazari, M. (2018). Is School Dead? (Marg -e Madreseh?). Tehran: Mashghe Shab. (In Persian).
Overseas Consultants Inc. (1949). Report On Seven Year Development Plan for The Plan Organization of the Imperial Government of Iran. New York.
Popper, K. (2001). The open society and its enemies. E. Fooladvand (Trans.). Tehran: Kharazmi publishing Inc. (In Persian).
Popper, K. R. (2013). The open society and its enemies. Princeton: Princeton University Press.
Sadeghzadeh, A. (2019). Lecture in Institute for Research on Education. Tehran. Retrieved from http://rabnews.ir.
Sarkar Arani, M. (2019). Japan from the viewpoint of comparative studies in education. Retrieved from https://rabnews.ir/11862. (In Persian).
Stahl, T. (2013). What is Immanent Critique? SSRN Working Papers, URL: http://ssrn.com/abstract=2357957, doi: 10.2139/ssrn.2357957.
Supreme Council of Education (2000). Aims of primary and secondary education. Tehran: Supreme Council of Education. (In Persian).
Supreme Council of Education (2018). Aims of public education in different levels. Tehran: Supreme Council of Education. (In Persian).
Theoretical foundations of changing public education in Islamic Republic of Iran. (2011). Tehran: Supreme council of education. (In Persian).
Toosi, M. A. (1963). The organization of education and its leadership. Tehran: Tehran Mosavvar. (In Persian).
Wise, A. E. (1977). Why Educational Policies Often Fail: The Hyperrationalization Hypothesis. Journal of Curriculum Studies, 9(1), 43-57.
CAPTCHA Image