Critical Theory and Educational Research

Year: 1986

Author: Lakomski, Gabrielle

Type of paper: Abstract refereed

Among recent criticisms levelled against traditional education theory those raised by adherents of the Critical Theory perspective have gained considerable influence. This paper examines their claim that llabermasian Critical Theory is in a better posit- ion to solve the theoretical and practica] problems of educational research. While CT is a most ambiti- ous attempt to provide a new epistemological frame- work for educational theorizing, its own tl~eoretical resources are insufficient to justify its claims. As a result, the theory is driven to rational a prioris which deprive it of empirical content and relevance. An epistemological alternative is suggested