Gadamerian and Habermasian Approaches to the History of Education

Authors

• Rauno Huttunen Joensuun yliopisto

Abstract

The Habermas-Gadamer debate concerns the nature of hermeneutics, and the role of tradition, language and prejudices in the process of understanding. Gadamer claims that all understanding is bound to tradition and prejudices. Prejudices do not prevent understanding, they make it possible in the first place. According to Gadamer, we should be open to tradition and authority. Habermas claims that Gadamer's hermeneutics dismisses the critique of ideology and tradition. Habermas demands that Gadamer's philosophical hermeneutics must be supplemented with enlightened critical reflection. In the history of education one can speak of Gadamerian and Habermasian approaches. A Gadamerian approach could mean openness to dialogue with great educational thinkers, and respect for their authority, whereas a Habermasian approach implies a critical-ideological analysis of classical educational texts. The tension between Gadamerian and Habermasian approaches is meaningful to the study of the traditional texts in education.