Opettamisen filosofia ja kritiikki

Abstract

The dissertation consists of eleven articles and a concluding introduction. The overarching theme in these articles is the application of critical theory to the philosophy-of teaching and to the theoretico-philosophical foundation of educational studies. Three major themes emerge from the articles: i) the foundation of dialogue and critique at the university, ii) the philosophy of indoctrination, and iii) critique in educational research and theory. In articles connected with the first theme, I deal with such questions as dialogical teaching, the hermeneutics of teaching, tradition and the problem of critique, and discourse principles in the context of the university. In the concluding introduction I try to synthesize Gadamerian hermeneutics and Habermasian critical theory in order to produce discursively valid maxims for university teaching. I argue that the strength of the university lies in its autonomous and living dialogue, which unfolds within a multitude of different science-based learning Processes. In articles connected with the second major theme I examine the problem of indoctrination. The concept of indoctrination refers to unethical or hidden influence in a teaching situation. According to my communicative intention and method criterion, teaching is indoctrinating if the teacher uses strategic action and tries to drill his view of the subject matter into a student's mind, bypassing his critical reflection. However, teacher-student communication could be disturbed in a way that manifests indoctrination even when the teacher or lecturer is oriented in accordance with communicative action. I therefore construct a criterion of reflective content based on multidimensional, wide-ranging and reflectivity-promoting syllabi as well as a criterion of reflective consequence, which is based on critical self-reflection, reflective modernity and relatively open identity. In articles connected with the third major theme I deal with the relationship between critical theory and educational research. I am especially interested in the relationship between critical theory and action research. It would enable critical theory to fulfil its requirement of practicality. From Marx to Habermas, critical theorists and intellectuals have tried to effect a change. Action research is one answer to the question of how to move from theoretical critique to actual change in social practices.