Habermas, critical theory and selves‐directed learning

Abstract

Habermas’ concept of communicative rationality, in which reason is construed in terms of the noncoercive intersubjectivity of mutual understanding and reciprocal recognition, provides a valid foundation on which the theory and practice of selves‐directed learning can be developed. In an increasingly individualized world a focus on learning networks allows a perspective transformation from the purely individualistic instrumental rationality of self‐directed‐learning towards communicative interaction via learning encounters and the possibility of satisfying the emancipatory conditions of communicative rationality within communities of selves‐directed‐learners in life and work. The orientation of communicative action to criticizable validity claims which are open to empirical investigation is the central core that makes this learning process both theoretically and practically possible.