The sociologist and philosopher Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict. However, there has been no concerted and focused attempt to introduce his ideas to the field of education broadly. This book rectifies this omission and delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to the field. The authors examine the contribution Habermas's theory has and can make to: pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability. Additionally, the book answers a range of more specific questions, including: what are the implications for pedagogy of a shift from a philosophy of consciousness to a philosophy of language?; What contribution can Habermas's re-shaping of speech act theory and communicative rationality make to theories of classroom interaction?; and how can his theories of reason and colonization be used to explore questions of governance and accountability in education?

This book delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to education. The authors examine Habermas's contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

This book delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to education. The authors examine Habermas's contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

In this book, two well-known scholars of critical educational studies provide a compelling introduction to the thoughts of Brazilian educator Paulo Freire and German critical theorist Jurgen Habermas. The book compares their theories in-depth and situates their thinking in relation to other social theories and philosophies of education. The authors demonstrate that, despite their differences, these philosophers share crucial views on science, society, critical social psychology, and educational praxis that are mutually illuminating and offer a new point of departure for a critical theory of education.

J�rgen Habermas's critical communications theory of society has excited widespread interest in recent years. The essays in this book explore the research implications of Habermas's theory for the analysis of modern problems of public life. Spanning the spectrum of the social sciences, the essays relate critical theory to industrial policy under advanced capitalism, education, the mass media and consumerism, public participation in planning, policy analysis, and critical historical studies.John Forester is Associate Professor of City and Regional Planning at Cornell University. Critical Theory and Public Life is included in the series Studies in Contemporary German Social Thought, edited by Thomas McCarthy.

Engaging in genuine dialogue and authentic communication is essential for teachers to assist students’ successes and help them further their education through refining critical thinking skills beyond the classroom. Critical Theory and Transformative Learning is a critical scholarly resource that examines and contrasts the key concepts related to critical approaches in educational settings. Featuring coverage on a broad range of topics including repressive tolerance, online teaching, and adult education, this book is geared toward educators, administrators, academicians, and researchers seeking current research on transformative learning and addressing the interconnectedness of important theories and praxis.

An application of Young's Habermasian critical theory of education to classroom communication problems of teachers in schools, with a special focus on the question/answer cycle and its educational role. The book uses classroom transcripts extensively in the analysis.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This book argues that Jürgen Habermas’ critical theory can be productively developed by incorporating a wider understanding of fantasy and imagination as part of its conception of communicative rationality and communicative pathologies. Given that meaning is generated both linguistically and performatively, MacKendrick argues that desire and fantasy must be taken into consideration as constitutive aspects of intersubjective relations. His aim is to show that Habermasian social theory might plausibly renew its increasingly severed ties with the early critical theory of the Frankfurt School by taking account of these features of practice life, thus simultaneously rekindling the relevance of the nearly forgotten emancipatory intent in his earlier work and rejuvenating an emphasis on the contemporary critique of reason. This innovative new study will be of interest to those focusing on the early writings of Habermas, the writings of the Frankfurt School, and the relation between critical theory, hermeneutics, and psychoanalysis.