Philosophy: Liberation from One Dimensional Man

By the end of the course, you will be able to:
· explain the key arguments and concepts developed by Herbert Marcuse in One-Dimensional Man;
· analyse and interpret selected passages from the text and explain their significance;
· evaluate Marcuse’s critique of modern society and consider its strengths and limitations;
· place Marcuse’s ideas within their historical, philosophical and social context;
· compare Marcuse’s arguments with contemporary developments and consider whether they remain relevant today;
· develop and communicate your own ideas through discussion, questioning and reasoned argument;
· provide and respond to constructive, critically supportive feedback when discussing and developing ideas with others;
and What can you expect from the course?
The course will be delivered through tutor-led presentations, close reading of key passages, group discussion, questioning and critical debate. Learners will have opportunities to test their interpretations, respond to different perspectives and develop their own arguments in a supportive environment. The course will combine a close reading of One-Dimensional Man with consideration of the historical context in which Marcuse was writing and the subsequent 60 years of social, political and cultural change. Rather than simply accepting or rejecting Marcuse’s arguments, we will use them as a starting point for asking what freedom, individuality and human flourishing might mean today. Indicative Course Content
Week 1 – Introducing Marcuse and One-Dimensional Man Marcuse, the Frankfurt School and the intellectual context of the 1960s. Why did Marcuse believe modern society required a new form of social criticism?
Week 2 – The One-Dimensional Society Exploring Marcuse’s concept of “one-dimensional” thought and society and the ways in which alternatives can become difficult to imagine.
Week 3 – Technology and Social Control How technology, rationality and systems of production can shape human behaviour, needs and possibilities. Week 4 – False Needs and Consumer Society Marcuse’s distinction between genuine and “false” needs. How far does consumer culture influence what we believe will make us happy?
Week 5 – Freedom and Conformity What does it mean to be free in a modern society? Can individuals be unfree while believing themselves to be free?
Week 6 – Language, Thought and Criticism How language and patterns of thought can limit our ability to imagine alternatives. What makes genuine critical thinking possible?
Week 7 – Marcuse and the Possibility of Change Can society be transformed? Examining Marcuse’s ideas about resistance, liberation and the possibility of an alternative form of civilisation.
Week 8 – Marcuse Today Applying Marcuse’s ideas to contemporary society. What can his critique tell us about consumerism, technology, work, freedom and individual identity today?
Week 9 – Critiquing Marcuse What are the strengths and weaknesses of Marcuse’s analysis? Considering alternative perspectives and challenging his assumptions.
Week 10 – Liberation and the Possibility of Flourishing Drawing together the course themes. Can criticism of society lead to meaningful alternatives, and what would a less “one-dimensional” society look like?

Some previous study or knowledge of philosophy or sociology would be useful, but there are no

formal entry requirements. The course is suitable for learners who have an interest in social and

political philosophy and want to explore Marcuse’s ideas in greater depth.

Each week, the tutor will provide an accessible introduction and summary of the relevant chapter,

identify key passages for discussion. Learners will be encouraged to read the text between

sessions, highlight passages that interest or challenge them, and bring questions and ideas to

class.

The initial assessment will be made on the first day by each individual student against the learning

objectives for the course. This becomes part of their PLP. Throughout the course I will then use

formative assessments (including performance during group work, quizzes, Q and A, or set

homework) to capture progress. I will record student development in the Class Profile form which

allows me to reflect on each individual and prompts me explore progress with students 1 to 1. I

will then give a final or summative assessment and celebrate each student’s achievement.

You will need a notebook, a pen, and an open mind. Your tutors may also recommend further

reading, but the course does not require the purchase of any more materials. We will also make

course materials and other resources available to you.