ABSTRACT

Dewey and Habermas described reflection in different ways and for different purposes. Dewey's purpose was for the elucidation of educational processes and the more general understanding of human function, whereas Habermas used it to clarity and develop epistemological issues in the sociology of knowledge. While the two approaches could be seen to divide the literature, yet they could also be seen to be taking complementary views that build on each other. Dewey's and Habermas' views are enlarged on in the second part of this chapter, by a consideration of how they have been applied by other significant writers, particularly within the context of education.