摘要：Jürgen Habermas's dense philosophical and sociological language proved to be complex, therefore reluctantly “translatable“ into pedagogical language, which means that in the rather modest literature which deals with pedagogical valence of his theory each ”pedagogical reading” (something presented by this paper) can be regarded as useful. The purpose of this writing lies precisely in the explanation of educational relevance of his theoretical concepts via a methodology based on comparative analysis of Habermas’s and Freire’s theory. Identification of unambiguous similarity of theoretical preoccupations of these two authors (”colonized” (Habermas) and ”oppressive” (Freire) contemporary social order as well as the language as ”praxis” (Freire), i.e. “communicative action” (Habermas) as the basic way of changing that reality), should help us align pedagogy based on Habermas’s philosophical-sociological constructs with those of critically oriented, discursive, epistemologically personal and deliberative traditions. To Habermas’s concept of communicative action, we attribute complete educational relevance, negating the necessity for creating some stronger pedagogical construct that we see in some analytics of Habermas’s theory. Communicative action as such can be regarded as authentic practice of critical education in the deliberative pedagogical context, based on epistemological enlightening and legitimizing the students’ own authorities. It is here that we discern the Habermasian calling that must not be neglected by contemporary pedagogy.
