Kritik als Praxis: Eine Befragung.

The text deals with the role of criticism in times of crisis and argues that criticism is only possible when people believe that it can have effects. Authoritarianism and fear of punishment can reduce the willingness to criticize and stabilize an authoritarian state. Criticism and crisis are closely connected, as criticism can trigger a crisis and point the way out of it. The text also raises questions about the genesis and legitimacy of criticism and emphasizes the importance of critical thinking in digital times. It points to the increasing anti-intellectualism and advocates for the right to criticize and the examination of the relationship between criticism and ethics. The text deals with the concept of criticism and illuminates the views of Max Horkheimer and Michel Foucault on this matter. Horkheimer criticizes an instrumental reason that remains limited to technological efficiency and economic maximization of benefits. Foucault defines criticism as a practice of disobedience towards authority and power. Criticism aims to question social conditions and create new knowledge and power relations. The text concludes with considerations on the connection between criticism and ethics. The text addresses the topic of criticism of existing norms and laws, as well as the necessity of nonviolent resistance against injustices. Thoreau, Gandhi, and Martin Luther King are mentioned as examples of individuals who were inspired by these ideas. Walter Benjamin examines in his essay "Critique of Violence" the various dimensions and effects of violence on society and emphasizes the need to critically question the law. It is pointed out that criticism as a practice requires self-criticism and that criticism should not only be theoretical but also practical in order to bring about social changes. The text concludes with considerations on the mediation of critical thinking in education and emphasizes the importance of lifelong learning based on individual experiences. The author of the text discusses the importance of critical education in times of radicalization, uncertainty, and political lies. She refers to the views of educators such as Paulo Freire, bell hooks, and Gayatri Chakravorty Spivak, who emphasize that education should not only convey knowledge but also enable questioning and criticism. The author argues that a pedagogy of questioning and engagement with history and social structures is necessary to promote critical thinking. She also warns of the danger of systematic lies and propaganda in the mass media and emphasizes the importance of truth in politics. The author advocates for preserving the ability to distinguish between truth and lies in order to maintain a democratic society. [Extracted from the article]