Reconnecting Critical Theory With Its Suffering Origins: Adorno, Auschwitz, and Maslow in Pedagogical Practice
DOI:
https://doi.org/10.33423/dx7xxc80Keywords:
higher education, Adorno, Auschwitz, critical theory, Maslow, suffering, economics, pedagogyAbstract
With the growth of performed suffering in public discourse, contemporary critical theory faces challenges in both its practical application and public scrutiny. This study calls for alteration in the pedagogy of critical theory that re-centers the field with needed examination of the historical foundations that drove its origins, namely economic despair and dangerous oppression, with an effort to improve the instruction practices of critical theory with principles that focus on prudent student application. A richer integration of historically grounded examinations of suffering equips students with a reflexive lens for addressing challenges across different ages.
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