“There is no world of thought that is not a world of language,” Walter Benjamin remarked, “and one only sees in the world what is preconditioned by language.” In this book, Samuel Weber, a leading theorist on literature and media, reveals a new and productive aspect of Benjamin’s thought by focusing on a little-discussed stylistic trait in his formulation of concepts. Weber’s focus is the critical suffix “-ability” that Benjamin so tellingly deploys in his work. The “-ability” (-barkeit, in German) of concepts and literary forms traverses the whole of Benjamin’s oeuvre, from “impartibility” and “criticizability” through the well-known formulations of “citability,” “translatability,” and, most famously, the “reproducibility” of “The Work of Art in the Age of Its Technological Reproducibility.” Nouns formed with this suffix, Weber points out, refer to a possibility or potentiality, to a capacity rather than an existing reality. This insight allows for a consistent and enlightening reading of Benjamin’s writings. Weber first situates Benjamin’s engagement with the “-ability” of various concepts in the context of his entire corpus and in relation to the philosophical tradition, from Kant to Derrida. Subsequent chapters deepen the implications of the use of this suffix in a wide variety of contexts, including Benjamin’s Trauerspiel book, his relation to Carl Schmitt, and a reading of Wagner’s Ring. The result is an illuminating perspective on Benjamin’s thought by way of his language—and one of the most penetrating and comprehensive accounts of Benjamin’s work ever written.

A leading theorist on literature and media reveals a new and productive aspect of Benjamin’s thought by focusing on the critical suffix “-ability” that Benjamin so tellingly deploys in his work. The result is an illuminating perspective on Benjamin’s thought by way of his language.

A comprehensive study of education in the writings of Walter Benjamin. Walter Benjamin’s Antifascist Education is the first comprehensive analysis of educational themes across the entirety of the critical theorist’s diverse writings. Starting with Benjamin’s early reflections on teaching and learning, Tyson E. Lewis argues that the aesthetic and cultural forms to which Benjamin so often turned—namely, radio broadcasts, children’s theatrical productions, collections, cityscapes, public cinemas, and word games—swell with educational potentialities. What emerges from Lewis’s reading is a constellational curriculum composed of minor practices such as poor teaching, absentminded learning, and nondurational studying. This curriculum carries political significance, offering an antidote to past and present forms of fascist manipulation, hardness, and coldness. Walter Benjamin’s Antifascist Education is a testimony to Benjamin’s belief that “everyone is an educator and everyone needs to be educated and everything is education.” “Taking up the multifaceted Benjaminian conception of educational life—a life of studious straying and self-reflection at once critical and mimetic—and following its untoward trajectory in object areas as diverse as slapstick film, riddles, cityscapes, and children’s theater, this subtle, imaginative, and comprehensive analysis speaks directly to the moral and spiritual crisis of the present.” — Howard Eiland, Massachusetts Institute of Technology

The striking actuality of Walter Benjamin’s work does not rest on a supposed “usefulness” of his philosophy for current concerns, but rather on the high “legibility” to which his oeuvre has come in the present. Indeed, this legibility is a function of critique, which unearths the truth-content of a work in a constellation of reading with the present, and assures thereby that the work lives on. Following this methodological tenet, this book approaches Benjamin’s work with two foci: the actuality of his critique of violence, a central and unavoidable topic in the contemporary political-philosophical debate, and the actuality of his critique of experience, which perhaps is not as conspicuous as that of his critique of violence but constitutes, nonetheless, the bedrock upon which his whole philosophy rests.

Walter Benjamin is often viewed as a cultural critic who produced a vast array of brilliant and idiosyncratic pieces of writing with little more to unify them than the feeling that they all bear the stamp of his "unclassifiable" genius. Eli Friedlander argues that Walter Benjamin's corpus of writings must be recognized as a unique configuration of philosophy with an overarching coherence and a deep-seated commitment to engage the philosophical tradition. Friedlander finds in Benjamin's early works initial formulations of the different dimensions of his philosophical thinking. He leads through them to Benjamin's views on the dialectical image, the nature of language, the relation of beauty and truth, embodiment, dream and historical awakening, myth and history, as well as the afterlife and realization of meaning. Those notions are articulated both in themselves and in relation to central figures of the philosophical tradition. They are further viewed as leading to and coming together in The Arcades Project. Friedlander takes that incomplete work to be the central theater where these earlier philosophical preoccupations were to be played out. Benjamin envisaged in it the possibility of the highest order of thought taking the form of writing whose contents are the concrete time-bound particularities of human experience. Addressing the question of the possibility of such a presentation of philosophical truth provides the guiding thread for constellating the disparate moments of Benjamin's writings.

In Walter Benjamin. Presence of Mind, Failure to Comprehend Stéphane Symons offers an innovative reading of the work of German philosopher, essayist and literary critic Walter Benjamin (1892-1940) that characterizes his writings as "neither a-theological, nor immediately theological."