Abstract
The civil society is basically a society which is dialogueoriented and emancipato~ya s well as independent in natuse. It is an arena where various social movements express themselves in groups to proceed with their interests. 'Fo come to such a society there needs to be a social transformation which involves, among others, education. All this time the educational realities in Indonesia have not heen adequate fol the formation of the cibil society. 1 herefore, there needs to be a refosniation of the educational pal adigm so that education which is emancipato~? iu nature is achieved. Habermas' theory of co~ununicationc an be one alternative means in the course of reforming the educational paradigm in Indonesia. The imple~nentationo ft laber~nas't heory of communication in education can be made in the teaching-learning process. This process demands the fulfillment of the claims of communication concerning tr~1t1-r1i.g htness. sincerity, and comprehensibility. In the teaching-learning process which fdfils the claims of comnlunication will appear the dimensions of interest, discourse. consensus, and emancipation which bring the teacher and students together to a self- I eflection.
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