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Vol. 5 No. 9 (2014)
Didáctica, Formación y Evaluación

Artículos

Didactics and communication. habermas’ contributions to education

https://doi.org/10.19053/22160159.2991

Published 2014-01-06

  • Leonardo Gómez Duarte
    • ,
  • Gonzalo Peñaloza Jiménez

Leonardo Gómez Duarte
Universidad del Tolima

Gonzalo Peñaloza Jiménez
Universidad Distrital Francisco José de Caldas

Abstract

This article aims at establishing the possible bridges, agreements, or disagreements between the Theory of Communicative Action (TCA) and didactics. It emphasizes on the necessary relationship between didactics and debates on the function, goals, and nature of education itself. For this purpose it is firstly presented the relationship between communication and education, then the TCA’s basic elements related to didactics, finally, as a conclusion, some agreements and disagreements between the TCA and didactics are formulated. The frame of this work is the discussion about the role that a critical theory can play when analyzing the sense of education and its practice.

Keywords

Theory of Communicative Action, communication, education, didactics.

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