Abstract

This paper provides an alternative way of linking Honneth’s claims on critical theory with his view of education. It addresses the question whether Honneth’s view of education bear the ramifications of his early theory of recognition, andhow it does come into play in the current strand of his thought in his later works. Honneth’s own description of doing criticaltheory is then appropriated to education in the phrase “criticalpedagogy with normative content.” The development ofHonneth’s thought from his theory of recognition to his notionof social freedom is first mapped out which provides thefoundation for the discussion of the moral-practicaldimension of education in the second part. The last partsurveys the normative goals of critical pedagogy in praxis from Honneth’s own experience as an educator and critical theorist, from methods employed by other researchers who employed Honneth’s theory as well as from local practices of social critique.