Habermas, critical theory and education

TITLE_DISPLAY:

Informations de publication:

New York : Routledge, 2009.

Format de document:

Livres

Série:

Routledge international studies in the philosophy of education

Description matérielle:

p. cm.

Vedette-matière - nom de personne:

Habermas, Jürgen.

Terme de vedette-matière:

Education -- Philosophy.

Vedette secondaire auteur:

Murphy, Mark, 1969-

Fleming, Ted.

Numéro international normalisé des livres (ISBN):

9780415806176

Disponible:*

Bibliothèque	Type de document	Numéro de cote topographique	Nombre d'enregistrements enfants	Emplacement	Statut	Réservations du document
Recherche en cours... Central	Book	370.1 22	1	Stacks	Recherche en cours... Inconnu	Recherche en cours... Indisponible
Recherche en cours... South	Book	370.1 22	1	Stacks	Recherche en cours... Inconnu	Recherche en cours... Indisponible

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?

Table des matières

Mark Murphy and Ted FlemingTomas EnglundMarianna papastephanouSigmund OngstadRaymond A. MorrowMark MurphyJohn BamberTed FlemingStephen BrookfieldClarence W. Joldersma and Ruth Deakin CrickCarola ConleBarry CooperJane SumnerTed Fleming and Mark Murphy

Acknowledgments	p. vii
Section I Introduction	p. 1
1 Communication, Deliberation, Reason: An Introduction to Habermas	p. 3
Section II Key Issues and Debates in Habermas and Education	p. 17
2 Educational Implications of the Idea of Deliberative Democracy	p. 19
3 Communicative Utopia and Political Re-education	p. 33
4 The Concept of Lifeworld and Education in Post-modernity: A Critical Appraisal of Habermas' Theory of Communicative Action	p. 47
5 Habermas, Eurocentrism and Education: The Indigenous Knowledge Debate	p. 63
6 Forms of Rationality and Public Sector Reform: Habermas, Education and Social Policy	p. 78
Section III Habermas Applied: Critical Theory and Educational Provision	p. 95
7 Developing Competence in Collegial Spaces: Exploring Critical Theory and Community Education	p. 97
8 Condemned to Learn: Habermas, University and the Learning Society	p. 111
9 Learning Democratic Reason: The Adult Education Project of Jurgen Habermas	p. 125
10 Citizenship, Discourse Ethics and an Emancipatory Model of Lifelong Learning	p. 137
11 Practice and Theory of Narrative Inquiry in Education	p. 153
12 Educating Social Workers for Lifeworld and System	p. 169
13 Jürgen Habermas, Critical Social Theory and Nursing Education: Implications for Caring in Nursing	p. 185
Section IV Conclusion	p. 199
14 Taking Aim at the Heart of Education: Critical Theory and the Future of Learning	p. 201
Contributors	p. 208
Index	p. 212

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