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Habermas, Critical Theory and Education

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1992a
1992b
Brookfi Eld
Category=JNA
Category=JNAM
Category=QDHR
Chronic
Citizenship Education
Civil Society
civil society education
claims
communicative
communicative action theory
Competency Based Education
critical theory in classroom practice
Deliberative Communication
deliberative democracy
educational policy reform
Emancipatory Interests
emancipatory learning
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Face To Face
Fi Eld
Follow
Good Life
Habermas 1987a
Held
ideal
Ideal Speech Situation
Moral Consciousness And Communicative Action
Narrative Inquiry
Professional Development
Public Sector Reform Agendas
Raising Validity Claims
rationality
situation
social
Social Work
Social Work Education
speech
speech act analysis
Truthfulness Claims
validity
Validity Claims

Product details

  • ISBN 9780415806176
  • Weight: 500g
  • Dimensions: 152 x 229mm
  • Publication Date: 26 Oct 2009
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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?

About
Mark Murphy is a Senior Lecturer in Education and Programme Leader for Education Studies in the Faculty of Education and Children's Services, University of Chester. Previously he worked as a Lecturer and Programme Director of a Teacher Training Programme at the University of Stirling. Prior to that, Dr. Murphy worked at University College Dublin and the National University of Ireland Maynooth. He has published widely, with numerous articles in journals such as the Journal of Education Policy, Journal of European Public Policy, European Journal of Education and the International Journal of Lifelong Education. His current research interests include educational sociology, critical theory, accountability in higher education, and public sector reform. Ted Fleming is Senior Lecturer at the Department of Adult and Community Education at the National University of Ireland Maynooth, having previously been an Adult Education Organiser in County Louth Ireland. He is Director of the Centre for Research in Adult Learning and Education and coordinates the postgraduate research degrees in adult education at NUIM.  His research interests include transformation theory, critical theory, mature students, access and higher education. Current research projects include an EU longitudinal study of dropout and retention issues for adult students in university, and a government sponsored study of the post-degree work experiences of mature students.