Emancipation and Knowledg

The Postulates of Critical Pedagogy Under the Philosophical Lens of Max Horkheimer

Abstract

Critical pedagogy positions itself as an heir to the Frankfurt School and its effort to liberate individuals from structures of domination. However, Max Horkheimer’s analyses of scientistic functionalism and pragmatism, along with his reflections on the erosion of teacher authority, cast doubt on this affiliation. This article examines the theoretical assumptions underlying recent educational reforms and, engaging with Horkheimer, questions whether critical pedagogy truly leads to emancipation or, conversely, perpetuates the very structures of domination it aims to challenge.