Abstract

This article explores the connection between critical reading and Jurgen Habermas’s theory of communicative action. It proposes that Habermas’s criteria used for evaluating validity claims in communicative action can be applied in reading texts critically. Analyses of different types of texts are presented to show how critical reading is done in a Habermasian way. This article ends with a discussion of the application of Habermas’s theory in addressing educational issues.