Habermas and Education: A Comprehensive Overview of the Influence of Habermas in Educational Literature

Jürgen Habermas is a dominant figure in social theory. His work addresses the whole of society, not merely one aspect of it. As a result of this comprehensiveness, his work is used internationally in philosophy, political science, sociology, and education. This article reviews specific aspects of his work that are used in the English language educational literature. I made a comprehensive survey of English language articles that cite Habermas from January 1972 to June 1987 in the Social Science Citation Index (SSCI). The focus of my review was on: (a) identifying those aspects of Habermas’s work that have implications for education and (b) analyzing those implications and the applications of them to educational topics and issues.

[1]  M. Peters,et al.  Evaluation and education: the ideal learning community , 1985 .

[2]  S. Ranson.  Towards a political theory of public accountability in education , 1986 .

[3]  Raymond Geuss,et al.  The Idea of a Critical Theory: Habermas and the Frankfurt School , 1981 .

[4]  D. Kamens.  “Statist” Ideology, National Political Control of Education, and Youth Protest , 1983 .

[5]  James Miller.  Legitimation Crisis , 1975, Telos.

[6]  S. Ranson.  Changing relations between centre and locality in education , 1980 .

[7]  J. Habermas,et al.  Knowledge and Human Interests. , 1973 .

[8]  H. Weiler.  The political economy of education and development , 1984 .

[9]  A. Welch.  Ideolo, Sociology and Education: Some Developments and Relationships1 , 1980 .

[10]  Mark Ginsburg,et al.  Social Inequalities, Schooling, and Mark B. Ginsburg Katherine K. Newman Teacher Education , 1985 .

[11]  M. Apple.  The Adequacy of Systems Management Procedures in Education , 1972 .

[12]  Cleo H. Cherryholmes.  Social Knowledge and Citizenship Education: Two Views of Truth and Criticism , 1980 .

[13]  T. Bottomore,et al.  The Frankfurt School , 2019, The Cambridge Habermas Lexicon.

[14]  Mark Ginsburg,et al.  Social Inequalities, Schooling, and Teacher Education. , 1985 .

[15]  H. Weiler.  Education, Public Confidence, and the Legitimacy of the Modern State: Do We Have a Crisis?. , 1982 .

[16]  Mark Hoffman,et al.  Critical Theory and the Inter-Paradigm Debate , 1987 .

[17]  Jürgen Habermas,et al.  Towards a theory of communicative competence , 1970 .

[18]  H. Weiler.  Education, Public Confidence and the Legitimacy of the Modern State: Is There a Crisis’ Somewhere?∗ , 1983 .

[19]  Paul R. Thompson.  AUTHOR! , 1982, The Lancet.

[20]  A. Welch.  The Functionalist Tradition and Comparative Education , 1985 .

[21]  John W. Meyer.  The Effects of Education as an Institution , 1977, American Journal of Sociology.

[22]  J. Habermas,et al.  The Theory of Communicative Action, Vol. 1, Reason and the Rationalization of Society , 1986 .

[23]  Frank Fischer,et al.  Politics, Values, and Public Policy: The Problem of Methodology. , 1981 .

[24]  Henry A. Giroux.  Critical Theory and Rationality in Citizenship Education , 1980 .

[25]  R. Young,et al.  A critical theory of education: Habermas and our children's future , 1991 .

[26]  R. Dale.  From expectations to outcomes in education systems , 1981 .

[27]  H. Shapiro.  Education in Capitalist Society: Toward a Reconsideration of the State in Educational Policy , 1982, Teachers College Record: The Voice of Scholarship in Education.

[28]  M. Westphal.  Habermas and the Dialectic of Reason , 1989 .

[29]  B. Jacobsen.  Collection Type and Integrated Type Curricula in Systems of Higher Education. An Empirical and Theoretical Study , 1981 .

[30]  E. Baldwin.  Theory vs. Ideology in the Practice of Teacher Education , 1987 .

[31]  Richard Bates,et al.  Towards a Critical Practice of Educational Administration. , 1982 .

[32]  Chartering National Educational Systems: The Institutionalization of Education for Elite Recruitment and its Consequences , 1983 .

[33]  R. Barnett.  Higher Education: Legitimation Crisis. , 1985 .

[34]  J. Mezirow.  A Critical Theory of Adult Learning and Education , 1981 .

[35]  Robert V. Bullough,et al.  Technical Curriculum Form and American Elementary School Art Education. , 1984 .

[36]  Richard Bates,et al.  New Developments in the New Sociology of Education , 1980 .

[37]  Allen W. Wood,et al.  Critique, Norm, and Utopia: A Study of the Foundations of Critical Theory , 1986 .

[38]  J. Habermas.  Theory of Communicative Action , 1981 .

[39]  Concept and Action in Adult Education , 1985 .

[40]  J. Douglas.  Education for Development. , 1975 .

[41]  Rick Roderick,et al.  Habermas and the Foundations of Critical Theory , 1986 .

[42]  Svi Shapiro.  Crisis of legitimation: Schools, society, and declining faith in education , 1984 .

[43]  Peter M. Lichtenstein.  Radical Liberalism and Radical Education , 1985 .

[44]  D. Misgeld.  Emancipation, enlightenment, and liberation: An approach toward foundational inquiry into education , 1975 .

[45]  P. Broadfoot.  Changing Patterns of Educational Accountability in England and France , 1985 .

[46]  J. Prunty.  Signposts for a Critical Educational Policy Analysis , 1985 .

[47]  C. Bowers.  Emergent Ideological Characteristics of Educational Policy , 1977, Teachers College Record: The Voice of Scholarship in Education.

[48]  Cleo H. Cherryholmes.  U.S. Social and Political Education. , 1981 .

[49]  The Legitimation of State Education Systems , 1980 .

[50]  H. Weiler.  Legalization, Expertise, and Participation: Strategies of Compensatory Legitimation in Educational Policy , 1983, Comparative Education Review.