This paper seeks to make use of later works of Habermas in the field of education. The theme, developed out of the pragmatic tradition, is that of deliberative communication as a central form of activity in schools. This implies a displacement of traditional teaching and learning as the central form of activity to the creation of meaning through deliberative communication. Deliberative communication can be understood as an endeavour to ensure that each individual takes a stand by listening, deliberating, seeking arguments, and evaluating, while at the same time there is a collective effort to find values and norms on which everyone can agree.

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