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Reading Freire and Habermas : critical pedagogy and transformative social change

Author: Raymond Allen Morrow; Carlos Alberto Torres
Publisher: New York : Teachers College Press, ©2002.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
In this book, two well-known scholars of critical educational studies provide a compelling introduction to the thoughts of Brazilian educator Paulo Freire and German critical theorist Jurgen Habermas. The book compares their theories in-depth and situates their thinking in relation to other social theories and philosophies of education. The authors demonstrate that, despite their differences, these philosophers  Read more...
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Named Person: Paulo Freire; Jürgen Habermas; Paulo Freire; Jürgen Habermas; Jürgen Habermas; Paulo Freire; Paulo Freire; Jürgen Habermas
Document Type: Book
All Authors / Contributors: Raymond Allen Morrow; Carlos Alberto Torres
ISBN: 0807742031 9780807742037 0807742023 9780807742020
OCLC Number: 48710925
Description: xi, 211 p. ; 24 cm.
Contents: Introduction: reading Freire through Habermas --
Modernity and German idealism: domination, mutual recognition and dialogue --
Metatheoretical foundations: reconstructuring the subject-object dialectic --
Theories of history and society: crisis, reproduction and transformation --
From philosophical anthropology to critical social psychology: the concrete and the universal other --
Critical pedagogy and the organization of educational enlightenment: from dialogical to collective learning --
Critical social theory as critical pedagogy: the Freirean contribution --
Conclusion: In defense of critical theory as educational theory.
Responsibility: Raymond A. Morrow, Carlos Alberto Torres.

Abstract:

In this book, two well-known scholars of critical educational studies provide a compelling introduction to the thoughts of Brazilian educator Paulo Freire and German critical theorist Jurgen Habermas. The book compares their theories in-depth and situates their thinking in relation to other social theories and philosophies of education. The authors demonstrate that, despite their differences, these philosophers share crucial views on science, society, critical social psychology, and educational praxis that are mutually illuminating and offer a new point of departure for a critical theory of education.

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