Abstract

The work focuses on the concept of education (Bildung) according to a particular reading: critical education. The topic is narrowed down to the social- and educational-philosophical perspective of the early Frankfurt School around philosophers and intellectuals such as Horkheimer and Adorno, in order to deal with a focus that has so far received too little attention in research: the central position of a critical concept of education that seeks to be oriented towards truth, humanity and differentiation as a basis for an education for maturity and autonomy. In this context, the antinomic nature of the idea of education is crucial for the idea of a negated half-education and the turn from a negative dialectic to a pragmatic dialectic of education.