Marcuse’s sole solution to the demand-abolition circle was an educational dictatorship

Evidence

Instead of addressing this, Marcuse admitted his helplessness in the face of the vicious circle that, in order for the new demands to develop, the mechanisms that reproduced the old demands would first have to be abolished; while, on the other hand, in order to abolish those mechanisms, the demand for them to be abolished would first have to be created. The only solution he could envisage, as he had already mentioned in the essay on tolerance and againalmost to excessin an interview, Professors as State Regents?', published in Der Spiegel several weeks after the Berlin event, was an educational dictatorship. This could hardly appeal to the overwhelmingly anti-authoritarian student opposition. — <cite>Rolf Wiggershaus, The Frankfurt School, 2631</cite> (#corroborates`, via linked claim)

Categorization

• XREF: connects to: Marcuse argued radical change required an educational dictatorship to break the demand-reproduction cycle. — Rolf Wiggershaus, The Frankfurt School: Its History,…, 2631

Related

• Marcuse argued radical change required an educational dictatorship to break the demand-reproduction cycle. (similarity 0.97)
• Students looked to Marcuse for a concrete utopia he would not supply. (similarity 0.81)
• Marcuse denied the student movement was revolutionary (similarity 0.79)
• Imposing liberation from above is unjustifiable yet no riskier than current liberal rule. (similarity 0.79)
• Marcuse saw oppressive culture as historically contingent and surpassable (similarity 0.79)
• Marcuse used Freud’s metapsychology to argue a repression-free culture is conceivable. (similarity 0.78)
• Marcuse rejected students as the revolutionary subject despite championing them. (similarity 0.78)

Broader Connections

• Marcuse argued radical change required an educational dictatorship to break the demand-reproduction cycle. #corroborates (1.00) — Rolf Wiggershaus, The Frankfurt School, 2631