Iranian Political Science Association Research Letter of Political Science 1735790X 10 4 2015 12 22 Internal Logic of Critical Theory and Emancipatory Epistemology Internal Logic of Critical Theory and Emancipatory Epistemology 112 140 275 FA Hossein Salimi Ali Esmaili Ardakani Journal Article 2013 10 26 The Frankfurt School has learned that enlightenment age was supposed to be the age of freedom and human will power and emancipation from past traditions; an age accompanied by the courage for asking and knowing. The difference between this promise and the conditions of new age which soaked in great threats like fascism, Nazism and instrumentalist capitalism, faced them with a great problem; a problem for which each generation of its theoreticians tried to provide a precise analysis of the deviation and a solution for it. Although there are various interpretations about analysis and solutions provided by the school but in this article, we try to deal with problem analysis and solution by using internal logic approach to the evolutionary trend of it, and by providing our new interpretation, we examine this question: What are the foundations and requirements of Frankfurt School for analyzing the problem of enlightenment? Our temporary answer is the hypothesis that claims the social consequences of limited knowledge yielded from enlightenment reason, i.e. positivism, has been the fundamental factor of forming these foundations and requirements. The Frankfurt School has learned that enlightenment age was supposed to be the age of freedom and human will power and emancipation from past traditions; an age accompanied by the courage for asking and knowing. The difference between this promise and the conditions of new age which soaked in great threats like fascism, Nazism and instrumentalist capitalism, faced them with a great problem; a problem for which each generation of its theoreticians tried to provide a precise analysis of the deviation and a solution for it. Although there are various interpretations about analysis and solutions provided by the school but in this article, we try to deal with problem analysis and solution by using internal logic approach to the evolutionary trend of it, and by providing our new interpretation, we examine this question: What are the foundations and requirements of Frankfurt School for analyzing the problem of enlightenment? Our temporary answer is the hypothesis that claims the social consequences of limited knowledge yielded from enlightenment reason, i.e. positivism, has been the fundamental factor of forming these foundations and requirements.

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