Jurgen Habermas' theory of communicative competence suggests a rationale for the ideal of self-directed learning and for a formulation of the mission of adult education. Topics covered in this essay include the functions of an ideal dialogue, essential conditions for establishing the validity of assertions, the role of external and internal restraints on understanding, the function of reflective thought and meaning perspective in dialogic learning, and false consciousness and its relationship to learner needs and interests. Selected implications are drawn for adult education.
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