Applying Habermas' theory of communicative action in an analysis of recognition of prior learning

Abstract

Critical social theory and the work of Jürgen Habermas have been influential in the social sciences and educational research. In this chapter, Habermas’ work on communicative action is used to show how critical social theory can be used to collect and analyse interview data in adult education focusing on a process of recognition of prior learning. During the collection of data, focusing on research interviews, the researcher can take on the role of a virtual participant, engaging in the interviews with a focus on reaching mutual understanding with the interviewees. Habermas’ method of rational reconstruction is then used to illustrate how analysis can be advanced. In such an analysis, communicative action is used as a normative framework for critical analysis. Generally, the analysis can determine whether processes are focused on mutual understanding or criticise strategic and goal-oriented strategies that hinder proper action and outcome. At the end of the chapter, discussions around hybridisation and how different critical social theories can be merged for analysis are pursued. Habermas and Axel Honneth’s work on recognition is used as an example. When such hybridisations are used there is a need for comparing and engaging with theoretical concepts in both theories to avoid epistemic confusion and contradiction.