Education as a productive machinery? Performance-oriented educational policy in the light of critical theory

Authors

• Tomi Kiilakoski Nuorisotutkimusseura
• Aini Oravakangas

Abstract

This article examines the discourse of performance orientation and effectiviness in Finnish educational policy. The philosophy of Jürgen Habermas is used as a theoretical framework to analyse both the political decisions and the discource of educational policy. Our starting point is that the philosophy of science and the social philosophy of Habermas offer useful concepts and ideas which can be used to critically interpret current trends in the management of education. The theory of knowledge and human interests is used to highlight the fact that instrumental orientation in education is gaining new ground. The theory of communicative rationality is used to analyse the directions of political decisions. Our conclusion is that critical the theory of Habermas can be used as a theoretical basis for analysis of educational policy. Basic tendencies of recent trends in educational policy can be seen in a new light and consequently criticised for forgetting the communicative and emancipatory features of education.