Lifeworld and Educational Contexts: epistemological and Hermeneutic Implications
DOI:
https://doi.org/10.25247/P1982-999X.2025.v25n3.p126-145Keywords:
education, phenomenology, axiology, epistemologyAbstract
This article proposes a dialogue between the thoughts of Jürgen Habermas and Edmund Husserl, two philosophers who were interested in epistemology and hermeneutics. Our aim is to show the contributions of Husserl's phenomenology, which seeks to describe the essence of things from the experiences of subjects, and Habermas' theory of communicative action, which affirms that communication is essential for the construction of the social world and for coexistence. We will also examine Habermas' critique of Hans-Georg Gadamer's hermeneutics, which values understanding and tradition, and argues that critical theory must be critical of tradition, questioning it and reassessing it constantly. Thus, we will seek to show the possibilities and ethical challenges that arise in the lifeworld from epistemological and hermeneutical perspectives.
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