Introduction: From Fromm to Lacan: Habermas and Education in Conversation

Murphy, Mark; Bamber, John

doi:10.1007/s11217-012-9286-7

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…The consequence of this is that instead of learners being exposed to theory in all of their courses, where the ideas and concepts gradually begin to overlap and make sense, they instead are given small doses of theory in individual courses where the faculty member thinks it is important. Or if faculty do teach theory, it is often the case, as Murphy and Bamber (2012) point out, “some educators have shown a particular devotion to one theory/theorist, at the expense of a more detached and measured application of theory generally” (p. 104). They note that education abounds with examples where some individuals only use one theorist or theoretical perspective to provide an explanation, regardless of the appropriateness, for any given situation or context.…”

Section: Understanding Theorymentioning

confidence: 99%

Taking Time to Learn: The Importance of Theory for Adult Education

Gouthro

2018

Adult Education Quarterly

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This article explores the importance of sustaining a rich and vibrant discourse of theory to inform the practice of adult education. Beginning with a brief overview of factors that have shaped the development of theory in adult education, the article then explores reasons why educators may not spend as much time teaching and learning about theory as they have in the past. For educators working from a social justice perspective, theory provides an important analytical lens to counter injustice and shape social action. Using a critical feminist perspective, the argument is made that ensuring that adult education is a practice informed by theory enables educators to understand the complexity of the teaching and learning process, encourages students to explore the ways in which power shapes our personal and social learning contexts, and fosters the development of a more critically literate and engaged citizenry.

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Section: Understanding Theorymentioning

confidence: 99%

Taking Time to Learn: The Importance of Theory for Adult Education

Gouthro

2018

Adult Education Quarterly

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A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

Hammond

2015

Intern. J. Comput.-Support. Collab. Learn

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This paper is an exploration of the relevance of Habermas's social theory for understanding meaning making in the context of shared online interaction. It describes some of the key ideas within Habermas's work, noting the central importance it gives to the idea of communicative action -a special kind of discourse in which there is 'no other force than that of the better argument' and no other motive other than 'the cooperative search for truth'. The paper then turns to the referencing of Habermas by educationalists in general and by supporters of online discussion in particular. It argues that a Habermasian perspective on meaning making is one in which participants strive for 'genuine consensus' by interrogating their own beliefs while actively engaging with opposing points of view. The value of this approach is that it introduces a concern for validity or truth into discussion of knowledge building and discriminates between emancipatory and strategic goals. While critics would argue that genuine consensus is not achievable, from Habermas we can better understand the importance of striving for such consensus.

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Introduction: From Fromm to Lacan: Habermas and Education in Conversation

Cited by 2 publications

References 7 publications

Taking Time to Learn: The Importance of Theory for Adult Education

Taking Time to Learn: The Importance of Theory for Adult Education

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

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