Reading Freire and Habermas: Critical Pedagogy and Transformative Social ChangeTeachers College Press, 27. tra 2002. - Broj stranica: 211 In this book, two well-known scholars of critical educational studies provide a compelling introduction to the thoughts of Brazilian educator Paulo Freire and German critical theorist Jürgen Habermas. While there are many other books about these influential thinkers, this is the first to compare their theories in-depth and situate their thinking in relation to other social theories and philosophies of education. The authors demonstrate that, despite their differences, these philosophers share crucial views on science, society, critical social psychology, and educational praxis that are mutually illuminating and offer a new point of departure for a critical theory of education. The book is organized around the following themes: (a) Freire and Habermas' philosophies of the social sciences as a form of critical social theory; (b) their theories of society; (c) the critical social psychology that underlies their conception of the dialogical and developmental subject; and (d) the implications of their overall perspective for educational practice. |
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... Communicative Action 25 3. Metatheoretical Foundations: Reconstructing the Subject-Object Dialectic 31 Paradigms of Metatheory 31 Ontology: Work and Language 33 Epistemology: Knowledge and Practice 43 Methodology: Constructing and ...
... Communicative Competence 117 Learning as Pedagogical Practices 120 Informal and Formal Schooling: Cultural Action 129 Democratic Learning: Cultural Action, Education, and the Public Sphere 132 Comparative Discussion 140 7. Critical ...
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Introduction Reading Freire Through Habermas | 1 |
Modernity and German Idealism Domination Mutual Recognition and Dialogue | 18 |
Metatheoretical Foundations Reconstructing the SubjectObject Dialectic | 31 |
Theories of History and Society Crisis Reproduction and Transformation | 66 |
From Philosophical Anthropology to Critical Social Psychology The Concrete and the Universal Other | 90 |
Critical Pedagogy and the Organization of Educational Enlightenment From Dialogical to Collective Learning | 115 |
Critical Social Theory as Critical Pedagogy The Freirean Contribution | 147 |
Conclusion In Defense of Critical Theory as Educational Theory | 163 |
Notes | 179 |
References | 183 |
203 | |
About the Authors | 211 |