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In receiving a wage, our labor is normatively recognized as a negative “cost” for which we ought to be compensated. Our wage labor is a means for the end of leading our lives in a realm of freedom that opens up beyond our working hours. __Our free time outside of work, however, itself becomes a means for the end of restoring our strength and ability to work, since the measure of value under capitalism is socially necessary labor time.__ As Adorno himself observes, given the form of wage labor, “the time free from labor is supposed to generate labor power.”
This Life
Martin Hägglund
If you are not religious, Freud and Rorty both implicitly ask, what keeps you going? What makes you think your life is worth the frustration and disappointment and dismay and injustice that modern lives entail? Or to put it another way, what good reasons, or justifications, or explanations do we have for our suffering in a secular world (the fact that there can be such intense pleasures in life can make their absence unbearable). For Rorty, we need to come up with good sustaining purposes with as many good conversational partners as we can find; for Freud, whom no one can accuse of being upbeat, we have to see what we can do with our instinctual life to make it sufficiently satisfying and therefore sustaining, while observing what our inevitable frustration turns us into.
Adam Phillips: On Getting the Life You Want
London Review of Books
seeing the roles of teachers and revolutionaries as interchangeable in all moments and situations can lead us away from effective political practice. As Freire points out in A Pedagogy for Liberation, __in the classroom, teacher and students are never equal; the teacher has more training, more experience with critical thinking, and the authority of his or her position, which it is both impossible and foolish to hide. As a consequence, the teacher must often withhold his or her opinions at times so that the students have room to think rather than just absorb and repeat. This is partially because students are already trained in the banking mode of education—they are accustomed to being told what to think by teachers, and will often resist both being told what to think and being asked to think for themselves.__
Education and Capitalism
Sarah Knopp;Jeff Bale
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