Abstract

The Frankfurt School of Critical Theory had – and has – important influence for the philosophy of education and its different understandings of ‘criticism’. With its aim of being not only socio-critical but also self-reflexive, the concept stands for the objective of questioning forms of power and domination embedded in modern society. Critique thereby focuses on the dialectical analysis of social forms of domination whilst simultaneously searching for possibilities to change and overcome them. In the contribution, we focus on the development of Critical Theory at different points in time, especially on central aspects of the works of Max Horkheimer, Theodor W. Adorno, Jürgen Habermas and Axel Honneth. These comprehensive theories have opened up new ways of rethinking basic subjects of education – like, for example, the relation of individual experiences and social conditions. The second focus lies on the educational discussion, how it has profited from a new political climate influenced by Critical Theory and how the reception made use of certain motifs and works. Finally, we emphasise possibilities to connect Critical Theory with other critical perspectives in the philosophy of education.