Habermas and education: knowledge, communication, discourse

Abstract

In this article, the author examines the inherent potential of the critical social theory suggested by the Institute for Social Research (the so-called ‘Frankfurt School’) as a means of conceptualising the problems of education at the present time. In particular, the author concentrates on the work of critical theory's most important contemporary exponent, Jürgen Habermas, with particular regard to ideas of knowledge and of the importance of linguistic communication as a means to reach agreement on significant issues, such as education, through informed discourse in a revitalised sphere of public debate. Such a progression from absolute knowledge by way of communication to political will-formation seems to the author to indicate the means by which critical theory may become praxis.