Abstract

This article examines the actual and potential contribution of Jürgen Habermas's and Karl-Otto Apel's ‘discourse theory’ to ongoing debates on educational issues. By exploring the paradigmatic assumptions of discourse theory, i.e. those related to new conceptions of rationality, language, and subjectivity, I suggest possible links between a Frankfurt School metacritique and a postmodern educational practice. While taking into account the poststructuralist intervention and the relevance of cultural studies to revisiting modern pedagogy, I take issue with dismissive readings of Habermas's discourse theory by its postmodernist detractors, and I put forward a more mediatory approach to cross-disciplinary exchanges.