Abstract
Abstract Education is examined in this article as a communicative action, using the socalled critical‐emancipatoric pedagogy as a theoretical starting‐point. The basis for this is Habermas’ discrimination between strategic and communicative actions. The former consist of actions based on goal‐instrument rationality, while in the latter case, the prerequisites for the rationality of action are defined in communicative interaction. ‘Interaction’ and ‘discourse’ are central concepts in communicative pedagogy. The ultimate legitimation criterion for pedagogy's norm and goal solutions is free, unforced discussion taking place within the communicative community.
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