Transcending Herbert Marcuse on Alienation, Art and the Humanities

Herbert Marxs alienation, art and humanities (1) Abstract: This article discusses how higher education can help mankind to realize. Looking at Herbert Marcu's critical education theory, I am exploring the concept of alienation of aesthetic imagination. In his view, aesthetic education can be the basis of a re-humanized critical theory. I question the epistemological basis of Marcuse's educational philosophy and propose an alternative intellectual framework to explain and release the power of educational liberation.

He died in 1979. Herbert Marcuse's contribution to the social theory transcends the use of philosophy for others. First of all, his art philosophy is best described as "negative art". His views on great art are irrational, negative, destructive. Still, it is very convenient and so important in society. Again, this concept of the art coming back comes from the criticism of Freud and Marxist capitalist society in this society, Freud's psychology, the role of great emphasis on oppression,

When a one-dimensional man from Herbert Marcu appeared 50 years ago, this was a revelation. For those who are becoming new left wing, Marcuse reflects, and at all times to promote freedom, our own suffering feeling, and alienation We are increasingly increasing the totalitarian universe I explain. We grew up with it and found it with the roar of Alan Ginsberg, but we could hardly understand even one-dimensional people. As a student at Herbert Marcuse, I wrote at the time of Radical United States, this book says, "By conveying its overwhelming power, by naming it by helping realize it, Help me to define ourselves against it, which is an important step you have to break the closed world.

Herbert Marcus was born in Berlin on July 19, 1898. His mother was born in Gertrud Kreslawsky, his father was a wealthy businessman, Carl Marcuse. According to Marcuse, his childhood was a typical German middle class youth and his Jewish family was well integrated in German society (Kellner 1984: 13). Marcuse's official education began at Momsen Stadium and continued at Kayserin Augusta Stadium in Charlottenburg from 1911 to 1916. In 1916, Marcuse was called to the army. His political participation was short lived during this period, but his political education began in the army. In Marxist research: The experience of the German revolution of Marcuse (17 Kelner 1984) trying to understand the war and the "dynamics of capitalism and imperialism, the defeat of the German revolution". But this research on Marxism will be shortened. In 1918, Marcuse was released from the army.