Abstract
This paper argues that moral judgment is suffering at the hands of instrumental rationality and identity thinking, concepts from the tradition of the Frankfurt School of Critical Theory that help explain degradations in human relations. These concepts are not new, but they are realized in novel ways, and the implications continue to be significant, contributing to human suffering and prominent anti-intellectual sentiment. Working through the shared intellectual ground of Adorno, Edmundson, Stivers, and Ellul, the paper takes a critical look at our culture through the objectification of genuine human relations that comes with techno-rational prioritization. The endpoint of such a culture is the compromise of human subjectivity in the service of efficiency, objectivity, and measurability. Extending the analysis to educational practice, Joas’s notion of situational creativity and Dewey’s aesthetics are proposed as possible points of resistance, highlighting positive actions to be taken to remediate these narrow and dehumanizing phenomena.
Project Muse URL
https://muse.jhu.edu/pub/60/article/923157
Recommended Citation
Carr-Chellman, Davin
(2023)
"Education for Moral Judgment: Situational Creativity and Dewey’s Aesthetics,"
Education and Culture: Vol. 39
:
Iss.
1,
Article 3.
Available at:
https://docs.lib.purdue.edu/eandc/vol39/iss1/art3
