CRITICAL THEORISTS

Presented by: BALANGUE, BREBONERIA, FERRER, MANIEBO, NONOG, TUPPAL

KARL MARX

KARL MARX
BACKGROUND OF THE PHILOSOPHER

Born in 1818 in Trier Studied philosophy and economics in Berlin Married Jenny von Westphalen Died in 1883 in London having only written 3 of the planned 8 volumes of Das Kapital Marx adored Jenny. They were engaged for seven years before her family would allow a marriage. They lived off her wealth. He died soon after her, not wishing to be alone without her.

KARL MARX
BACKGROUND OF THE PHILOSOPHER

Politics Marx was a communist. He wrote The Communist Manifesto with his friend, Friedrich Engels in 1848. He had three kinds of writing:
Journalism Political polemic Analysis of society and culture.

KARL MARX
KEY CONCEPTS

His real mission in life was to contribute in one way or another, to the overthrow of capitalist society and of the state institutions which it had brought into being, to contribute to the liberation of the modern proletariat, which he was the first to make conscious of its own position and its needs, conscious of the conditions of its emancipation.

KARL MARX
KEY CONCEPTS

Marxism
Communism is a political philosophy which argues that men should have equal rights to wealth. Marxism is a way of understanding and analysing the organisation and structure of society. It is also a way of understanding how societies develop and change.

KARL MARX
KEY CONCEPTS

Conflict Theory
All societies are divided into two groups
Owners Workers

Our society is capitalist.

Owners are bourgeoisie Workers are proletarians

Owners exploit workers and live off the money which the workers earn Workers put up with this inequality because:
They are oppressed wage slaves and cannot fight the system They are indoctrinated by ideology and religion into believing what they are told by the powerful.

KARL MARX
KEY CONCEPTS

Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given and transmitted from the past. The tradition of all the dead generations weighs like a nightmare on the brain of the living.

KARL MARX
KEY CONCEPTS

In bourgeois society capital is independent and has individuality, while the living person is dependent and has no individuality.

KARL MARX
ACHILLES FOCI

The biggest problem with Marxism is that the predicted revolution never occurred in the form he said it would. People are not poorer. Wealth is not concentrated in the hands of a few rich people. Britain hasnt had a Communist revolution yet and is not likely to in the near future.

KARL MARX
APPLICATION TO NURSING

Marxism is an understanding of the nature of social relationships

which is expected to evaluate. Recognise that it has strengths and weakness as a tool of understanding of our culture.

KARL MARX
APPLICATION TO NURSING

Nursing dealt with interface connectivity with patients, significant others, families and other healthcare practitioners. This serves as the primordial facet that leads nurses to establish strong rudiments of relationship through collaboration, teamwork and encapsulated with esprit de corps principle. At this limelight, Marxism can be applied to nursing practice as it opens the horizons toward the optimum level of functioning of any individuals be it sick or well in embracing what the patient needs considering the individuality and differences.

KARL MARX
APPLICATION TO NURSING

Marxism looks into the oppression component that everyone experiences. In the local setting, it is prominent more on those who are underserved, underprivileged and most disadvantaged segment as what they are recognized as poorest of the poor. In the recent scenario, 3% of the total national budget comprises the healthcare system, in which even a cotton pledget cannot be purchased or more so, 2 out 10 Filipinos are not able to see a doctor before seeing death.

KARL MARX
APPLICATION TO NURSING

It is contended by many that military armaments should have not been a priority by the government but rather it has to give much focus on the healthcare system as what they tagged as Healthy Individuals, Healthy Community, Healthy Nation.

Nurses nowadays are also at risk of becoming and being oppressed because of the standardization of wages that somehow cannot suffice the needs of their living leading to a status quo.

PAULO FREIRE

PAULO FREIRE
BACKGROUND OF THE PHILOSOPHER

He graduated in law, which he practiced. From 1941 to 1947 he was teacher of Portuguese. In 1959 he received his doctorate in Philosophy and History of Education. He was PhD of Philosophy and History of Education in 1961 at the University of Recife. He participated in an adult literacy campaign in the state of Rio Grande do Norte, neighboring Brazilian state (north) of Pernambuco (whose capital is the aforementioned city of Recife). President Joo Goulart appointed him in 1963, Chairman for the Popular Culture.

PAULO FREIRE
BACKGROUND OF THE PHILOSOPHER

With the military coup in 1964, he was jailed for about two months and exiled for fifteen years. During this period, he lived in Chile, going to Harvard in 1969 and then to Geneva for ten years. He visited several African countries, especially the former Portuguese colonies, such as Guinea-Bissau, Angola, Mozambique and So Tome and Prncipe. Back in Brazil, he taught at the University of So Paulo, and he was Secretary of Education of the city, elected by the Workers' Party. (PT, Partido dos Trabalhadores)

PAULO FREIRE
KEY CONCEPTS

In the book Pedagogy of the Oppressed, he argued that education is sexist, racist and favors the powerful. He developed a teaching method based in learning words that are already known by the student, and divided into syllables that can be recombined, resulting in the writing of new words. For Paulo Freire, educating is liberating since the subject of education is the oppressed people, and its purpose is the people's liberation. Education is a political action. Paulo Freire rejects the liberal capitalism.

PAULO FREIRE
KEY CONCEPTS

His theoretical work has taken over the idea of transformation of social reality from the educational activity, which is somehow a "return to Rousseau," in the late twentieth century. In fact, his pedagogy is considered "utopian and hopeful" by Maria Gabriela Bacelar. Paulo Freire proposes a pedagogy of liberation and transformation that must be utopian and hopeful and, future-oriented, built from dreams and faithful to the historical commitment requiring the criticism of the existing society and the will of a future better society.

PAULO FREIRE
KEY CONCEPTS

In his pedagogy:
Asserts the importance of otherness

Believes that education can improve conditions of mankind. For Maria Gabriela Bacelar, The bases of its pedagogical project call fall in Philosophical Pedagogy as this is established by Adalberto Carvalho.

PAULO FREIRE
KEY CONCEPTS

Paulo Freire believes that education can improve conditions of mankind. For Maria Gabriela Bacelar, The bases of its pedagogical project call fall in Philosophical Pedagogy as this is established by Adalberto Carvalho. "The invention involves the existence, repeat itself, necessarily, the language, culture and communication at deeper levels and complex than what occurred and occurs in the field of life, spiritualization the world the opportunity to beautify as uglify the world and all that inscribe women and men as ethical beings. "

PAULO FREIRE
KEY CONCEPTS

Ethical concerns: "The violence of the oppressors, who is also dehumanized, it introduces another vocation that of being less. How to be more distorted, the less takes the oppressed, sooner or later, the fight against those who made less. And this fight only makes sense when the oppressed, seek to regain his humanity, which is a way to create it, do not feel idealistically oppressors, or become, indeed, oppressive of the oppressors, but restorers of humanity in both."

PAULO FREIRE
ACHILLES FOCI

Inevitably, there are various points of criticism. First, many are put off by Paulo Freire's language and his appeal to mystical concerns. The former was a concern of Freire himself in later life - and his work after Pedagogy of the Oppressed was usually written within a more conversational or accessible framework. Second, Paulo Freire tends to argue in an either/or way. We are either with the oppressed or against them. This may be an interesting starting point for teaching, but taken too literally it can make for rather simplistic (political) analysis.

PAULO FREIRE
ACHILLES FOCI Third, there is an tendency in Freire to overturn everyday situations so that they become pedagogical. Paulo Freire's approach was largely constructed around structured educational situations. While his initial point of reference might be non-formal, the educational encounters he explores remain formal. In other words, his approach is still curriculum-based and entail transforming settings into a particular type of pedagogical space. This can rather work against the notion of dialogue (in that curriculum implies a predefined set of concerns and activities). Educators need to look for 'teachable moments' - but when we concentrate on this we can easily overlook simple power of being in conversation with others.

PAULO FREIRE
ACHILLES FOCI

Fourth, what is claimed as liberatory practice may, on close inspection, be rather closer to banking than we would wish. In other words, the practice of Freirian education can involve smuggling in all sorts of ideas and values under the guise of problemposing.

PAULO FREIRE
ACHILLES FOCI

Fifth, there are problems regarding Freire's model of literacy. While it may be taken as a challenge to the political projects of northern states, his analysis remains rooted in assumptions about cognitive development and the relation of literacy to rationality that are suspect. His work has not 'entirely shrugged off the assumptions of the "autonomous model".

PAULO FREIRE
ACHILLES FOCI Last, there are questions concerning the originality of Freire's contribution. As Taylor has put it - to say that as many commentators do that Freire's thinking is 'eclectic', is 'to underestimate the degree to which he borrowed directly from other sources'. Taylor (1993: 34-51) brings out a number of these influences and 'absorbtions' - perhaps most interestingly the extent to which the structure of Pedagogy of the Oppressed parallels Kosik's Dialectic of the Concrete (published in Spanish in the mid 1960s). Here we would simply invite you to compare Freire's interests with those of Martin Buber. His concern with conversation, encounter, being and ethical education have strong echoes in Freirian thought.

PAULO FREIRE
APPLICATION TO NURSING Critical social theory can be applicable to gaining new perspective Nursing has been perceived as oppressed by virtue of among other things gender, occupation and class. Historically, nursing education perpetuated the rituals of tradition and was oppressive in terms of what was taught and how it was taught. Developments in nurse education have resulted in nurse educators seeking alternative means of educating with the aim of emancipating nurses. Freire promoted liberation through reflection and action directed at transforming the conditions which leads to oppression. The fundamental basis is critical social theory.

PAULO FREIRE
APPLICATION TO NURSING

Fruitful nursing education will only be possible if the history and structure of nursing are clearly understood bu those involved in the educational process. The adoption of the theory may contribute towards the development of nurses who will be competent to meet the demands of contemporary healthcare practice.

JURGNES HABERMAS

JURGNES HABERMAS
BACKGROUND OF THE PHILOSOPHER

Born in Gummersbach in 1929 Grew up during Nazi regime and WWII: Two influences that have a profound effect on his thinking and writings Studied philosophy at Gottingen, Zurich, and Bonn, where he earned his doctorate in 1954 In 1964 he became a professor of philosophy at Frankfurt Perhaps most well known of second generation of critical theorists He was influenced by the works of Marx, Weber, and the early members of the Frankfurt School Writings are steeped in the German tradition

JURGNES HABERMAS
KEY CONCEPTS Critical Theory: In his article The Tasks of a Critical Theory he stated that the work of the Institute for Social Research was basically dominated by six themes: The Forms of Integration in Postliberal Societies: Whether in a democracy or totalitarian regimes 1.Gamily Socialization and Ego Development: The structural change of the bourgeois nuclear family and the weakening of the authoritarian position of the father 2.Mass Media and Mass Culture: The development of a culture industry for the manipulative control of consciousness 3.The Social Psychology behind Cessation of Protest: Political consciousness of workers and employees 4.The Theory of Art: The arts as the preferred object of an ideology 5.The Critique of Positivisim and Science: Science as a tool of the bourgeoisie

JURGNES HABERMAS
KEY CONCEPTS

Critical Theory: His critical theory was inspired by classical Greek and German philosophy, which stressed the inseparability of truth and virtue, of facts and values, and of theory and practice Wanted a society where people are free to assemble and communicate openly Communication and understanding of language are the keys to understanding and comprehending knowledge Described the ideal speech situation as one that is un-coerced, free for all people, and in which all people are treated equally

JURGNES HABERMAS
KEY CONCEPTS

Communication Theory: Concerned with reformulating Marxian theory in the light of twentieth-century social changes Expands Marxs conception of humanity by adding language to work as a distinct feature of species-being To escape the philosophical historical materialism of Marxist thought, he proposed that a theory cannot be tied to concrete ideals of human life

JURGNES HABERMAS
KEY CONCEPTS

Communication Theory: Instead, it must orient itself to the range of learning processes that are opened at any given time The use of language as a significant aspect of human development led Habermas to concentrate on how undistorted communication might lay the foundation for the emancipation of individuals Distorted communication is similar to Marxs false consciousness Use of undistorted communication reveals the influence of Freudian psychoanalysis on his communication theory Argued that individuals life worlds are influenced by constant interaction with others and with societys social structures

JURGNES HABERMAS
KEY CONCEPTS

Rationality and Modernity: Critical of Western industrial democracies for their reduction of the human world to some form of economic efficiency
Believed that rationality-the ability to think logically and analytically-is more than a strategic calculation of how to achieve some chosen end; it is a form of communicative action Rational behavior serves the individuals best interest and is a key ingredient in understanding others during social behavior

JURGNES HABERMAS
KEY CONCEPTS

Rationality and Modernity: Ideas of rationality led him to explain modernity

The concepts of rationality and modernity come together in his examination of the life world
Also critical of scientism-identifying knowledge with science-because of its relation to positivism Believed that critical theory should be a critique of knowledge, opposed positivism because it attempted to objective knowledge

JURGNES HABERMAS
KEY CONCEPTS

Democracy Democracy must be seen first and foremost as a process that results when certain kind of social interaction prevails Democracy should be seen as a particular way by which citizens make collective and rational decisions Envisioned a deliberate democracy where a governments laws and institutions would be a reflection of free and open public discussion According to Habermas, modern democracies of the West are dominated by political legitimation

JURGNES HABERMAS
ACHILLES FOCI

The first criticism of critical theory is that it reproduces idealist (utopian) positions The second criticism is that critical theory shows undue concern about philosophical and theoretical problems The third criticism of critical theory is its preoccupation with negativity

JURGNES HABERMAS
ACHILLES FOCI

The fourth criticism of critical theory is the claim that it developed from a purely academic setting and thus was isolated from working-class politics (add to this, the fact that Marxs conception of the working class as a revolutionary force is untrue) and became increasingly embroiled in abstract issues and second-order discourse The fifth criticism leveled against critical theory is that it is a historical (critical theorists have examined a variety of events without paying much attention to their historical and comparative contexts)

JURGNES HABERMAS
ACHILLES FOCI

Postmodern critical theory is the first narrative to pose a possible utopian future not as a determinate outcome of nature-like social laws but rather as one conceivable discursive accomplishment among many

Critical theory can either be a museum piece or a living medium of political selfexpression (Agger, 1976:19)

JURGNES HABERMAS
ACHILLES FOCI

Postmodern critical theory is the first narrative to pose a possible utopian future not as a determinate outcome of nature-like social laws but rather as one conceivable discursive accomplishment among many Critical theory can either be a museum piece or a living medium of political self-expression (Agger, 1976:19) Critical theory addresses the relations among schooling, education, culture, society, economy, and governance Critical theory has also been applied to issues related to crime and delinquency In addition , critical theory draws its orientation from a broad range of disciplines, including linguistics, psychology, sociology, philosophy, and Marxism (Groves and Sampson, 1986:538)

JURGNES HABERMAS
APPLICATION TO NURSING Critical theory is generally about the role of power in social relations Critical theory has existed since the formation of the Institute for Social Research at Frankfurt University in 1923 Contemporary critical theorists have increasingly turned their attention to the media and other forms of entertainment in their examination of modern culture Critical theory cannot be characterized by a particular set of methodological techniques and theoretical propositions; however, it is still a coherent approach to the social world that is separate from other types of sociology and Marxism

JURGNES HABERMAS
APPLICATION TO NURSING

Critical social theory can be applicable to gaining a new perspective on the nurses own situation. Changes in practice and in environmental design could take place without involvement of the people affected by the changes, for example, nurses and patients. Computer documentation programs maybe developed without a review and participation by nurses resulting in cumbersome systems that decrease efficiency and moral.

JURGNES HABERMAS
APPLICATION TO NURSING

The design of a nursing unit and work areas without any lounge, break or other private space fails to recognize nurses needs for occasional time where they are not on view or could use a quiet work space.

Nurses are not excluded from having a major role in power dynamics of health care situations in regard to their own status in institutions.

JURGNES HABERMAS
APPLICATION TO NURSING

Nurses are not excluded from having a major role in the power dynamics of health care situations in regard to their own status in institutions and their position of apparent power over individual recipients of care.
Effective and appropriate care may be premised on a need, first, to recognize the existence of such power dynamics. Then the individual can be assisted to realize the nature of the interaction and be empowered to take a more active role in care or to seek alternatives.

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