This work tries to clarify the impacts of the theory of communicative rationality and Habermas' theory of modernity on the educational field. Afer developing the main ideas of both theories, it presents a brief diagnostic of the current crisis of rationality and education. Its references are two concepts that are central to the author: the world of life and the system. The text then analyzes the implications of the communicative theory in the educational field and evaluates the efficiency of the German thinker's theses from a pedagogical point of view. It highlights both the pedagogical consequences of the philosophical change from the paradigm of the philosophy of the subject to that of intersubjectivity and the role philosophy played in this reconstruction in order to found a critical pedagogical proposal based on Habermas' Theory of Communicative Action.
Communicative action; Theory of modernity; Emancipative education; Habermas