Adornian Critiques of Reason (lectio praecursoria)

Authors

• Hanna-Maija Huhtala

Keywords:

Reason, autonomy, morality, Adorno, the philosophy of education

Abstract

The concept of reason is central in education and the philosophy of education. It is reflected in the way we understand ourselves as human beings—in relation to ourselves, others, and our surroundings. In the history of the philosophy of education, reason has often been conceived as generic and ahistorical. Furthermore, reason continues to be prevalent in today’s educational theorizations, where the concepts of autonomy and morality are understood and constructed through conceptions of reason. This dissertation takes part in the philosophical discussion concerning the concept of reason. The entry point is in the philosophy of Theodor W. Adorno. Adorno’s concept of reason challenges the understanding of reason as rational self-regulation. Instead of viewing reason as formal and generic, Adorno understands it as particular, historical, and material. Thereby, Adorno rejects what he took to be Immanuel Kant’s enterprise of reconciling morality and autonomy in terms of reason. However, he does not deny the interrelatedness of these concepts: Adorno’s concept of reason is also strongly connected to the concepts of autonomy and morality. The dissertation consists of three articles that together sketch out the interplay between these three concepts. In line with Adorno’s views, reason is conceived in the framework of psychoanalytic theory; autonomy is understood through interrelatedness to nature and others; morality is seen as the ability for resistance. Based on these views, it is argued that morality can require actively not identifying with the prevailing cultural and moral norms. The point is not to deny rational aspects of assessing moral choices, conducts, and theories or the rational component of autonomy; it is rather to point out that morality and autonomy are not only rational constructs or due to reason. This dissertation offers an Adornian perspective on these educationally important concepts, which can enable further theorizations.