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Habermas and Education

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Encyclopedia of Teacher Education

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Introduction

The purpose of this entry is to provide a general description of the motives that led to the recovery of an author such as Jürgen Habermas in the analysis of the characteristics of education as a field and object of knowledge. An object that relates to a phenomenon is characterized by the involvement of multiple disciplines and settings – including social, political, economic, philosophical, and cultural – and also responds to a multi-temporality, which confers many views, perspectives, and conflicts of meaning. In the academic sphere, education and training are defined as the main focus of analysis; educability, for its part, is a concept that refers to the viability of the educational process and its inherent formative nature. In this thematic context, retrieving an author such as Habermas is directly related to the influence of philosophical thought and its impact in shaping educational knowledge and human education.

In this respect, two main aspects are recovered: the...

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References

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Authors and Affiliations

  1. University and Education Research Institute, UNAM, Mexico, Mexico

    Claudia Pontón Ramos

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  1. Claudia Pontón Ramos
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Correspondence to Claudia Pontón Ramos .

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Editors and Affiliations

  1. WMIER, The University of Waikato WMIER, Hamilton, Waikato, New Zealand

    Michael A. Peters

Section Editor information

  1. National Autonomous University of Mexico, Mexico, Mexico

    Ana Valle

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Pontón Ramos, . (2019). Habermas and Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_130-1

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  • DOI: https://doi.org/10.1007/978-981-13-1179-6_130-1

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  • Print ISBN: 978-981-13-1179-6

  • Online ISBN: 978-981-13-1179-6

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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