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  1. The latent cognitive sociology in Habermas.Piet Strydom - 2015 - Philosophy and Social Criticism 41 (3):273-291.
    The aim of this article is twofold: to display some of the fruitful starting points in the later Habermas’ principal monograph for the development of a new kind of cognitive sociology; and to indicate the form of such a sociology by critically extrapolating its major parameters from Habermas’ assumptions regarding immanent transcendence, formal pragmatics and reconstructive sociology. The intended cognitive sociology is conceived as a refinement of a hitherto largely implicit dimension of Critical Theory. Its promise is far-reaching: to sharpen (...)
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  • Jeux dialogiques et processus discursif. Conséquences du débat entre Habermas et Brandom.Yaël Sebban - 2020 - Dialogue 59 (2):305-344.
    In this article, I maintain that Habermas, in his critical essay on Brandom included inTruth and Justification(2003), reduces communication to its narrowly dialogical form, and in doing so tends to ignore the fact that the discursive process is, above all, for Brandom, the product of a shared coordination of different individual perspectives contributing to advancing the game of giving and asking one another for reasons. On the one hand, I propose to carry out a critical analysis of Habermas’ position and, (...)
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  • Some thoughts for a new critical language of education: Truth, justification and deliberation.Klas Roth - 2009 - Philosophy and Social Criticism 35 (6):685-703.
    The notion of `truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist (...)
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