Critical Theory and Educational Administration

Abstract

Among recent criticisms levelled against traditional administrative theory those raised by adherents to the Critical Theory perspective have gained considerable influence. This paper examines their claim that Habermasian Critical Theory in particular is in a better position to solve the theoretical and practical problems of educational administration. The focal points of discussion are Habermas's fundamental categories of “interests” and the “ideal speech situation” since their theoretical coherence is a minimum requirement for the theory's validity and practical applicability. It is concluded that Critical Theory, while being the most ambitious attempt to date to provide a new, post-positiv..