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The Frankfurt School is a philosophical and critical movement that was originally based at the Institute for Social Research, founded in 1923 at Goethe University in Frankfurt, Germany. The Institute was founded with the vision of developing Marxist studies in Germany, though it critically engages with Marxist thinking.
The Institute was forced to leave Germany with the rise of Nazism, relocating to Columbia University in the United States in 1933, but moving back to Frankfurt in 1953. While the Frankfurt School references a physical location (and the Institute associated with this location), it generally refers to the intellectual work that occurred within the Institute and then spread around the world.
Though founded with the vision of developing Marxist studies, the Frankfurt School has traditionally been critical of communism as well as capitalism and fascism. Rather than developing a merely theoretical school of thinking around these issues, however, the intellectuals working within the Institute founded a school of thinking that was grounded in political change. This critical thinking not only examined what it identified as problems but proposed solutions to these problems. The Institute considered specifically 20th-century issues that Marxist texts predated. In this critical Marxist thinking, the intellectuals and political activists in the Frankfurt School relied especially on the work not only of Marx, but also Sigmund Freud and Georg Wilhelm Friedrich Hegel.
Hegel was particularly important to the Frankfurt School’s theory of political change. Marcuse relies heavily on Hegel’s insistence that contradiction and dialectical thinking are fundamental to human comprehension of reality and, subsequently, humans’ ability to change a reality that may be oppressive. The titular “one-dimensional man” is a result of capitalistic “advanced industrial society” and its refusal of dialectical thinking, which requires two-dimensional thinking. Instead of acknowledging tensions and injustices, Marcuse insists that advanced industrial society dangerously smooths these tensions over and even incorporates injustices into its “technological system,” so that a two-dimensional world in which conflict is visible is destroyed in favor of a one-dimensional one.
Marcuse is considered by many scholars to be “the father” of the New Left. The New Left was a post-World War II intellectual and political movement that occurred in the West in response to the atrocities of Nazism and the American and British Communist party’s lack of an effective response to the 1956 Hungarian Revolution, in which Soviet forces killed thousands of protesters and a quarter of a million Hungarians fled their country.
Marcuse is not only writing in response to the failings of communism; but he is also deeply critical of capitalism and its supposed attendant democracies, and this is the focus of One-Dimensional Man. Published in 1964, One-Dimensional Man is written in the historical moment of the Cold War and amidst the threat of nuclear violence in the antagonistic relationship between the capitalist West (specifically, the United States) and the communist Soviet Union. This period of ongoing threat of nuclear war between the West and the Soviet Union occurred from the end of World War II in 1945, in which the United States repeatedly dropped nuclear bombs on Japan, until the formal dissolution of the Soviet Union in 1991.
The New Left included a range of people both sympathetic and resistant to Marxist thinking. Marcuse himself rejected a traditional Marxist view of class relations that placed the possibility for revolution with the laboring class, or proletariat. Instead, Marcuse insisted that revolution, if possible, would occur through student movements and the Black Power movement, which he identified as the radical movements in the United States. Unlike his colleagues in the Frankfurt School, Marcuse was not only openly supportive of these movements, he also protested with members of these movements. In his last academic position at the University of California at San Diego, he participated with students in the demands for a liberating education, breaking into administrative buildings with students as part of these protests.
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