The major point of this article is captured by Gadmaner, in one of his frequent exchanges with Habermas: “… all social and political manifestations of will are dependent on building up common convictions through rhetoric. This implies—and I think that this belongs to the concept of reason—that one must always reckon with the possibility that opposing convictions, whether in the individual or the social sphere, could be right” (p. 206, translated by McCarthy, 1978).
Get full access to this article
View all access options for this article.
References
1.
Habermas, J. (1971). Knowledge and human interest. Boston: Beacon Press.
2.
Habermas, J. (1973). Theory and practice. Boston: Beacon Press.
3.
Iano, R. (1986). The study and development of teaching: With implications for the advancement of special education. Remedial and Special Education, 7(5), 50–61.
4.
Kelly, B., Carnine, D., Gersten, R., & Grossen, B. (in press). The effectiveness of videodisc instruction in teaching fractions to learning handicapped and remedial high school students. Journal of Special Education Technology.
5.
McCarthy, T. (1978). The critical theory of Jurgen Habermas. Boston: Massachusetts Institute of Technology.
6.
Woodward, J., Carnine, D., & Collins, M. (1986). Closing the performance gap in secondary education. Manuscript submitted for publication.
7.
Woodward, J., Carnine, D., Gersten, R., Gleason, M., Johnson, G., & Collins, M. (in press). Instructional design principles for CAI: A summary of four studies. Journal of Special Education Technology.
