Habermas' cognitive interests: teacher and student interests and their relationship in an adult education setting

Butler, Stephen L.

doi:10.1037/e443962005-001

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the process of reviewing the literature, the researcher found studies related to cognitive interests in the field of education. Butler's (1997) thesis looked at the differences in Habermas's cognitive interests between students and their teacher and the impact of these differences on students' performance in three different courses for the adult community. Butler found that students with cognitive interests matching their teacher's performed better than those with different cognitive interests.…”

Section: Cognitive Interest Frameworkmentioning

confidence: 99%

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

Villalobos-Buehner

2021

TAPSLA

View full text Add to dashboard Cite

Language teacher educators train pre-service teachers in numerous theories and pedagogical practices of language learning and language teaching. They expect that their student teachers will translate this conceptual and practical knowledge into action during their practicum. However, in the process of determining pre-service teachers’ readiness for the field experience and the profession in general, methods classes measure only their conceptual knowledge and omit looking at their student teachers’ belief system about language teaching and learning. This belief system is a strong indicator of how the students organize their knowledge for application (Borg, 2003) and may help teacher educators gauge students’ read ness in the use of new pedagogies that these pre-service teachers may not have experienced before. Using two reflective essays and a piece of authentic assessment as instruments to gather data, as well as Jürgen Habermas’s theory on cognitive interests as a framework to explore the espoused beliefs of nine pre-service language teachers at the end of a methodscourse, this qualitative study addressed the following questions: What levels of cognitive interests do the nine pre-service world language and ESL teachers exhibit prior to student teaching? To what extent do the students’ levels of cognitive interests change during the methods course called Teaching a Second Language? What are the most common cognitive interests regarding such areas of teaching performance, such as methodology and assessment among the participants? The results show that the nine pre-service teachers held mostly technicaland some practical cognitive interests at the beginning of the semester. In the end, most of the participants held practical interests, and three out of the nine pre-service teachers held elementary emancipatory beliefs. One pedagogical recommendation is to include experiences in the training of pre-service teachers that promote emancipatory beliefs that could support teachers in their pursuit of transforming challenging social conditions while examining and adopting new pedagogies.

show abstract

Section: Cognitive Interest Frameworkmentioning

confidence: 99%

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

Villalobos-Buehner

2021

TAPSLA

View full text Add to dashboard Cite

show abstract

Teaching leadership in UAE business and education programmes: a habermasian analysis within an islamic context

ElKaleh

2015

Conference on Education 2015. Partners in Excellence

View full text Add to dashboard Cite

The study uses Habermas’ account of critical theory to investigate leadership curriculum in selected UAE business and education programmes and examine the extent to which the curriculum is derived from and linked to students’ cultural and Islamic values. The study is conducted in response to scholars’ call for developing leadership models and practices that integrate both traditional and international knowledge to mitigate the dominance of Western theories and values over the curriculum, which threatens the Islamic and cultural identity. It aims to start a dialogue between different sources of knowledge and to select the practices that work best in a certain society given its unique cultural and religious values. This research employs a mixed methods approach that takes classical pragmatism as its philosophical foundation. The purpose for mixing methods is complementarity, development and triangulation (Greene, 2007). Research methods include critical discourse analysis of course materials, class observations, student survey, and faculty interviews. The results were integrated at the interpretative level and abductive reasoning was used as the logic of justification. Results show that there are increasing efforts in the three institutions to incorporate cultural and Islamic values into the curriculum. However, the curriculum is still mainly dominated by Western theories and models of leadership, especially in the leadership courses offered by business schools, mainly because of the lack of English resources and theories on UAE and Islamic models of leadership. There was a significant difference between business and education leadership courses. Education leadership courses tended to include more materials on UAE and Islamic leadership than business courses did. Thus, education students viewed the curriculum relevant to their cultural and Islamic values more than business students did. It was also found that faculty played a significant role in adapting the curriculum to students’ cultural and Islamic values. Faculty who were either Muslim or came from a multicultural environment (e.g. Australia, Canada, New Zealand) where they taught Muslim students tended to include more materials on Islamic and UAE leadership models than those who were not exposed to similar experiences or possessed the same knowledge about Islam. Faculty attributed the limited use of Islamic and cultural materials to the lack of published work on Islamic leadership and UAE, on one hand, and to the academic standards that they have to meet to achieve international accreditation, on the other hand. Based on these findings, the study offers a model that is derived from Habermas’ theories of knowledge and human interests and communicative action to develop culturally relevant approaches to leadership teaching. This model assumes that a good leadership curriculum would contain sophisticated scientific knowledge, moral and cultural values, and opportunities for self-reflection, self-discovery, and communicative actions. It suggests that the curriculum should give participants space to contribute their own cases, articles, histories, perspectives experiences…etc. Such a curriculum will provide a balanced learning experience leading to social evolution, as indicated by Habermas.

show abstract

Habermas' cognitive interests: teacher and student interests and their relationship in an adult education setting

Cited by 2 publications

References 0 publications

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

Teaching leadership in UAE business and education programmes: a habermasian analysis within an islamic context

Contact Info

Product

Resources

About