Discourse Theory and its Implications for Philosophy of Education

Journal of Philosophy of Education 33 (3):419-434 (1999)
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Abstract

This article examines the actual and potential contribution of Jürgen Habermas's and Karl-Otto Apel's ‘discourse theory’ to ongoing debates on educational issues. By exploring the paradigmatic assumptions of discourse theory, i.e. those related to new conceptions of rationality, language, and subjectivity, I suggest possible links between a Frankfurt School metacritique and a postmodern educational practice. While taking into account the poststructuralist intervention and the relevance of cultural studies to revisiting modern pedagogy, I take issue with dismissive readings of Habermas's discourse theory by its postmodernist detractors, and I put forward a more mediatory approach to cross-disciplinary exchanges.

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Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - Educational Philosophy and Theory 39 (6):604-621.

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