Habermas, critical theory and education

& (eds.)
New York: Routledge (2010)
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Abstract

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.

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LB880.H242.H33 2010

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9780415806176

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Chapters

Developing competence in collegial spaces : exploring critical theory and community education.John Bamber
Learning democratic reason : the adult education project of Jürgen Habermas.Stephen Brookfield
Practice and theory of narrative inquiry in education.Carola Conle
Educating social workers for lifeworld and system.Barry Cooper
Educational implications of the idea of deliberative democracy.Tomas Englund
Condemned to learn : Habermas, university and the learning society.Ted Fleming
Taking aim at the heart of education : critical theory and the future of learning.Ted Fleming & Mark Murphy
Citizenship, discourse ethics and an emancipatory model of lifelong learning.Clarence W. Joldersma & Ruth Deakin Crick
Habermas, Eurocentrism and education : the indigenous knowledge debate.Raymond A. Morrow
Communication, deliberation, reason : an introduction to Habermas.Mark Murphy & Ted Fleming
Forms of rationality and public sector reform : Habermas, education and social policy.Mark Murphy
The concept of lifeworld and education in post-modernity : a critical appraisal of Habermas' theory of communicative action.Sigmund Ongstad
Communicative utopia and political re-education.Marianna Papastephanou
Jürgen Habermas, critical social theory and nursing education : implications for caring in nursing.Jane Sumner

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Citations of this work

Fromm and Habermas: Allies for Adult Education and Democracy.Ted Fleming - 2011 - Studies in Philosophy and Education 31 (2):123-136.
Introduction: From Fromm to Lacan: Habermas and Education in Conversation.Mark Murphy & John Bamber - 2012 - Studies in Philosophy and Education 31 (2):103-107.

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