A LOOK INTO CRITICAL THEORY: THE PHILOSOPHY

OF THE OPPRESSED AND OPPRESSOR

A Term Paper

Presented to

Professional School

UNIVERISTY OF MINDANAO

Digos City

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management

Submitted by:

Lyndon Jay V. Sulit

August 2021
 Abstract

Critical Theory is a school of thought that emphasizes the application of knowledge from
the social sciences and humanities to reflect on and analyze society and culture. This
paper aims to discuss the notion behind Critical Theory, that any human civilization can
be divided into two groups: those with power and those without. Those in positions of
power, according to Critical Theory, always oppress those who do not. The implication
of this theory in education is also discussed in this paper including its goals, principles,
and roles of the teachers. The author believes that cooperative research, notably in the
field of critical theory and its implications in the domains of curriculum, particularly in the
context of the hidden curriculum, is encouraged to learn more about these ideas.

Keywords: critical theory, oppressed, oppressor, Frankfurt School

Introduction

Critical Theory is a school of thought that emphasizes the application of

knowledge from the social sciences and humanities to reflect on and analyze society

and culture. Critical theory has two distinct interpretations, each with its own history and

origins: the first is rooted in sociology and political philosophy, while the second is

rooted in literary studies and theory.

The term "critical theory" or "social critical theory" is used in sociology and

political philosophy to describe the Frankfurt School's neo-Marxist philosophy, which

was established in Germany in the 1930s. It is used in sociology and political philosophy

to describe the Frankfurt School's neo-Marxist philosophy, which was established in

Germany in the 1930s. Max Horkheimer, a Frankfurt School theorist, sees the idea as

critical in the sense that it aims to "liberate human beings from the circumstances that

imprison them." The critical methods of Karl Marx and Sigmund Freud were used by

Frankfurt thinkers. Ideology, according to Critical Theory, is the primary impediment to

human liberty. The word "critical theory" is used in literary studies and literary theory to

refer to theories of literary criticism.

Definition of Terms

Oppressed means anyone that is subject to harsh and authoritarian treatment.

Oppressor is any authority (a group or a person) that uses its power unjustly to

keep people under control.

Review of Related Literature

The Frankfurt School theorists Herbert Marcuse, Theodor Adorno, Max

Horkheimer, Walter Benjamin, and Erick Fromm founded Critical Theory as a school of

thought. Gyōrgy Lukács and Antonio Gramsci, as well as second-generation Frankfurt

School thinkers like Jürgen Habermas, have all inspired modern critical theory. Critical

Theory came closer to American pragmatism in Habermas' work, transcending its

theoretical roots in German idealism.

The notion behind Critical Theory is that any human civilization can be divided

into two groups: those with power and those without. Those in positions of power,

according to Critical Theory, always oppress those who do not. As a result, any

institution, relationship, or belief system developed by people in power should be

viewed as an oppressive tool. Race, gender, religion, immigrant status, income, sexual

orientation, and gender identity are all factors that can be used to split oppressors and

oppressed into smaller groups. Your group identification determines whether you are an

oppressor or a victim of oppression. As a result, practically everything, including

institutions such as the police, government, religion, and the family, is exploited by

some to oppress others ("Critical theory," 2021).

In terms of Critical Theory in education, Marx would assess how education,

curriculum, and classroom relationships are socially constructed, as well as the extent

to which these interactions are founded on what the participants actually believe to be

true. Though much of his philosophy is tinged with determinism, the view that societal

structure can define and limit human thought, one of Critical Theory's key tenants is the

belief that change is possible, no matter how severe the hurdles. As Paulo Freire (1970)
explains in his book Pedagogy of the Oppressed, examining oppression without hope

for change is a sterile activity that instills despondency in students, which can only deter

people from seeking emancipation and change. The only reason to invest time and

energy learning about oppression, in his opinion, is to eventually dismantle it.

Critical educational theories understand that (a) educational systems are at least

complicit in oppression (though many would argue that they are the most potent tool for

the reproduction of social inequality), and (b) a plan for emancipatory action through

education is required. The mechanisms of oppression and the potential for reform

coexist in two key parts of education: the curriculum and the pedagogies used by

instructors. Thus, teachers must examine their own roles and ideologies in order to

avoid perpetuating negative stereotypes about their students, as well as fight against

overly prescriptive and frequently misleading curricular content that portrays poor and

minority students as deficient while overtly or covertly teaching the lesson that

everything is fair and just as it should be in contemporary society. Critical Theory

investigates the dialectic between consciousness and self-reflection on the one hand,

and external social reality on the other, in education as well as other fields (Angelo,

Seaton, & Smith, (2012).

However, due to social issues, political issues, particularly the text of every

ethnicity and race, class to help resolve the political hegemony of the dominant political

groups and the poor and marginalized in their right mind, eliminate racial and ethnic

group discrimination, some of the goals of Critical Theory in education can be posed as

the development of critical citizenship rather than just a good citizen.

 Aside from its educational purposes, Critical Theory also incorporates concepts

that aim to transform the school system and eradicate the concept of classes. The first

is hegemony and anti-authority. It is one of the most essential ideas of critical pedagogy

when it comes to the rights of all individuals, regardless of their social class. According

to this theory, a teacher or any other authority with the ability to influence and control

ideas and opinions about the class and pupils, rather than the curriculum, should do so.

Critical pedagogy, as indicated in the decisive, aspires to rule with authority and the

power to struggle. The original can be described as anti-authority and dominance issues

that were raised in school. Teachers, curriculum planners, and even a group of students

who have authority and dominance over other groups do not have opinions on the tool,

according to this theory. It also monitors the organization of space in the classroom and

is also the class teacher, therefore there should be a means to improve the issue.

Different sounds have various cultural requirements. They must learn how to participate

actively, critically, and morally in political disputes" (Giroux and Aronowitz, 1991).

The emphasis on critique and criticism is the second feature. Teacher education

can utilize one based on the concepts of critical theory in education "and the critique of

criticism" is studied while teaching in class. The mentor's evaluation should not just

protect the pupils in their learning. However, it is also vital to analyze the questions that

requested students to ponder and reply to criticism with criticism in this area. All

instructors, students, administrators, and curriculum planners, among others, should

examine concepts, teachers, books, curriculum text, values, and educational policies

that should control the schools. Education is the most significant issue in adopting this

approach.
 The emphasis on discourse and dialogue is the third premise of Critical Theory in

education. A discussion of the standard educational system and critical postmodernism

in schools. Traditional educational systems were discussed in the education group

during a debate or discussion. Giroux and other critical theory theorists believe that

improved discourse clarifies information, values, and attitudes. Teachers, liberation

academics, cultural brokers, transformational intellectuals, militants, and intellectuals

are the property of their moral criticism and boldness in education. They create settings

that cause people to reconsider their previous experiences. Identify techniques to

overcome oppressive connections in order to deliver.

The relativity of knowledge and changes in knowledge, values, and insights is

another essential premise of Critical Theory in education. The relativity of knowledge

and values is a term used to describe this notion. Never take anything for granted,

according to this idea. Teachers and students must take responsibility for their

rehabilitation and re-creation by using their knowledge and criticizing past information.

This new statement, more exactly, substitutes the preceding assertion as well as the

phrases past knowledge (Angelo, Seaton, & Smith, (2012).

Conclusion

Intellectual ideas that originate in a society's political culture have an impact on

social connections. In recent years, the emergence of critical thinkers with a win going

to the teaching of social concerns has also permeated, and certain changes in the field

of education have left behind political and social developments. The decisive ideological
beliefs of critical thinkers are presented first in this text. After a recent important

analysis, four key principles emerged as a conclusion to these concerns. It should be

mentioned that, despite the excellent parts of each school's perspective, there can be

educational flaws, including the viability of this theory, especially in the curriculum.

However, cooperative research, notably in the field of critical theory and its implications

in the domains of curriculum, particularly in the context of the hidden curriculum, is

encouraged to learn more about these ideas.

 References

Angelo, T. D., Seaton, G., & Smith, N. (2012). Critical Theory in Education. Retrieved
from https://www.academia.edu/8754749/Critical_Theory_in_Education

Critical theory. (2021, August, 22). In Wikipedia. Retrieved from

https://en.wikipedia.org/wiki/Critical_theory

Freire, Paulo (1970). Pedagogy of the oppressed. New York, NY: Continuum
International Publishing Group. Retrieved from
https://www.academia.edu/8754749/Critical_Theory_in_Education

Giroux, H. A. (1981). Ideology, culture, and the process of schooling. Philadelphia, PA:
Temple University Press. Retrieved from
https://www.academia.edu/8754749/Critical_Theory_in_Education