ABSTRACT This article contributes to methodological debates in contemporary critical theory regarding the scope and features of immanent critique. I spell out the philosophical commitments presupposed by this approach to criticism and identify its basic features by comparing it with more recognizable argumentative or interpretative strategies. This comparison yields three immanent-critical requirements – for inherence, contradiction, and access – which bring into relief the heuristic and ampliative character of immanent criticism. Yet, these requirements also imply that “immanent critique” is not (...) a method in any strict sense, since they are multiply interpretable and hence generative of distinctive critical comportments. (shrink)

In this essay, I term the dominant educational paradigm of our time as scientific education and subject it to historical analysis in order to bring its tacit racial, colonial and Eurocentric biases into view. I subsume this cluster of problems under the general heading of “the problem of scientific education”, a problem simultaneously submerged deeply in the invisible background of current education and across its foreground inasmuch as it conditions daily educational practices beyond educators’ awareness. The delicate question to be (...) answered is: enclosed as we are within a scientific framing of our educational system, how can we find an alternative way of looking at this educational system that will help us resolve the problem of colonial, racial and cultural subordinations inherent in its scientific framing? (shrink)

This paper argues that Walter Benjamin’s “The Work of Art in the Age of its Technical Reproducibility” provides a rich analytic framework for understanding how the many dimensions of aesthe...