Immanuel Kant was a German philosopher and one of the central Enlightenment thinkers. Kant's comprehensive and systematic works in epistemology, metaphysics, ethics, and aesthetics have made him one of the most influential figures in modern Western philosophy.
Postmodernism is a broad movement that developed in the mid- to late 20th century across philosophy, the arts, architecture, and criticism, marking a departure from modernism. The term has been more generally applied to describe a historical era said to follow after modernity and the tendencies of this era.
The sociology of knowledge is the study of the relationship between human thought and the social context within which it arises, and of the effects that prevailing ideas have on societies. It is not a specialized area of sociology but instead deals with broad fundamental questions about the extent and limits of social influences on individuals' lives and with the social-cultural basis of our knowledge about the world. Complementary to the sociology of knowledge is the sociology of ignorance, including the study of nescience, ignorance, knowledge gaps, or non-knowledge as inherent features of knowledge-making.
Postmodernity is the economic or cultural state or condition of society which is said to exist after modernity. Some schools of thought hold that modernity ended in the late 20th century – in the 1980s or early 1990s – and that it was replaced by postmodernity, and still others would extend modernity to cover the developments denoted by postmodernity, while some believe that modernity ended sometime after World War II. The idea of the post-modern condition is sometimes characterized as a culture stripped of its capacity to function in any linear or autonomous state like regressive isolationism, as opposed to the progressive mind state of modernism.
The Association of College & Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning".
Critical or Critically may refer to:
Ram Roy Bhaskar (1944–2014) was an English Marxist philosopher of science best known as the initiator of the philosophical movement of critical realism (CR). Bhaskar argued that reality in its full complexity involves many mechanisms while scientific experimentation centers on a particular mechanism within reality, and that this explains humans’ ability to accurately predict outcomes when doing scientific experiments and the necessity of scientific experimentation in creating environments where outcomes actually are predictable.
The science wars were a series of intellectual exchanges, between scientific realists and postmodernist critics, about the nature of scientific theory and intellectual inquiry. They took place principally in the United States in the 1990s in the academic and mainstream press. Scientific realists argued that scientific knowledge is real, and accused the postmodernists of having effectively rejected scientific objectivity, the scientific method, empiricism, and scientific knowledge. Postmodernists interpreted Thomas Kuhn's ideas about scientific paradigms to mean that scientific theories are social constructs, and philosophers like Paul Feyerabend argued that other, non-realist forms of knowledge production were better suited to serve people's personal and spiritual needs.
Gillian Rosemary Rose was a British philosopher and non-fiction writer. At the time of her death, Rose was Chair of Social and Political Thought at the University of Warwick.
Jeremy J. Shapiro, is an American academic, a professor at Fielding Graduate University who works in the area of critical social theory with emphasis on the social and cultural effects of information technology and systems, social change, and the aesthetics of music. His main intellectual products/innovations include
Andrew Feenberg is an American philosopher. He holds the Canada Research Chair in the Philosophy of Technology in the School of Communication at Simon Fraser University in Vancouver. His main interests are philosophy of technology, continental philosophy, critique of technology and science and technology studies.
Scott Lash is a professor of sociology and cultural studies at Goldsmiths, University of London. Lash obtained a BSc in Psychology from the University of Michigan, an MA in Sociology from Northwestern University, and a PhD from the London School of Economics (1980). Lash began his teaching career as a lecturer at Lancaster University and became a professor in 1993. He moved to London in 1998 to take up his present post as Director for the Centre for Cultural Studies and Professor of Sociology at Goldsmiths College.
Criticism of technology is an analysis of adverse impacts of industrial and digital technologies. It is argued that, in all advanced industrial societies, technology becomes a means of domination, control, and exploitation, or more generally something which threatens the survival of humanity. Some of the technology opposed by critics includes everyday household products, such as refrigerators, computers, and medication.
Immanent critique is a method of discussing culture which aims to locate contradictions in society's rules and systems. This method is used in the study of cultural forms in philosophy and the social sciences and humanities. It may be contrasted with "transcendental" Kantian critical philosophy. Immanent critique further aims to contextualize not only the object of its investigation, but also the ideological basis of that object: both the object and the category to which it belongs are shown to be products of a historical process. Immanent critique has its roots in the dialectic of Georg Wilhelm Friedrich Hegel and the criticisms by Karl Marx. Today it is strongly associated with the critical theorists such as Theodor Adorno as well as literary theorists such as Fredric Jameson who, in his seminal work The Political Unconscious, explored the idea of an immanent analysis of texts to argue the primacy of political interpretation. Roy Bhaskar has advocated it as one of the key methodological elements of critical realism.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Cultural studies is a field of theoretically, politically, and empirically engaged cultural analysis that concentrates upon the political dynamics of contemporary culture, its historical foundations, defining traits, conflicts, and contingencies. Cultural studies researchers generally investigate how cultural practices relate to wider systems of power associated with or operating through social phenomena, such as ideology, class structures, national formations, ethnicity, sexual orientation, gender, and generation. Cultural studies views cultures not as fixed, bounded, stable, and discrete entities, but rather as constantly interacting and changing sets of practices and processes. The field of cultural studies encompasses a range of theoretical and methodological perspectives and practices. Although distinct from the discipline of cultural anthropology and the interdisciplinary field of ethnic studies, cultural studies draws upon and has contributed to each of these fields.
Critical realism is a philosophical approach to understanding science developed by Roy Bhaskar (1944–2014). It combines a general philosophy of science with a philosophy of social science. It specifically opposes forms of empiricism and positivism by viewing science as concerned with identifying causal mechanisms. Also, in the context of social science it argues that scientific investigation can lead directly to critique of social arrangements and institutions, in a similar manner to the work of Karl Marx. In the last decades of the twentieth century it also stood against various forms of 'postmodernism'. It is one of a range of types of philosophical realism, as well as forms of realism advocated within social science such as analytic realism and subtle realism.
Herbert Marcuse was a German-American philosopher, sociologist, and political theorist, associated with the Frankfurt School of critical theory. Born in Berlin, Marcuse studied at the Humboldt University of Berlin and then at Freiburg, where he received his PhD. He was a prominent figure in the Frankfurt-based Institute for Social Research – what later became known as the Frankfurt School. He was married to Sophie Wertheim (1924–1951), Inge Neumann (1955–1973), and Erica Sherover (1976–1979). In his written works, he criticized capitalism, modern technology, historical materialism and entertainment culture, arguing that they represent new forms of social control.
Critical theory is an approach to social philosophy which focuses on providing a reflective assessment and critique of society and culture in order to reveal and challenge power structures. With origins in sociology, as well as in literary criticism, it argues that social problems are influenced and created more by societal structures and cultural assumptions than by individual and psychological factors. Maintaining that ideology is the principal obstacle to human liberation, critical theory was established as a school of thought primarily by the Frankfurt School theoreticians Herbert Marcuse, Theodor Adorno, Walter Benjamin, Erich Fromm, and Max Horkheimer. Horkheimer described a theory as critical insofar as it seeks "to liberate human beings from the circumstances that enslave them."
In literary criticism and cultural studies, postcritique is the attempt to find new forms of reading and interpretation that go beyond the methods of critique, critical theory, and ideological criticism. Such methods have been characterized as a "hermeneutics of suspicion" by Paul Ricœur and as a "paranoid" or suspicious style of reading by Eve Kosofsky Sedgwick. Proponents of post-critique argue that the interpretive practices associated with these ways of reading are now unlikely to yield useful or even interesting results. As Rita Felski and Elizabeth S. Anker put it in the introduction to Critique and Postcritique, "the intellectual or political payoff of interrogating, demystifying, and defamiliarizing is no longer quite so self-evident." A postcritical reading of a literary text might instead emphasize emotion or affect, or describe various other phenomenological or aesthetic dimensions of the reader's experience. At other times, it might focus on issues of reception, explore philosophical insights gleaned via the process of reading, pose formalist questions of the text, or seek to resolve a "sense of confusion."