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150170 https://hdl.handle.net/2286/R.I.9466 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2011 iii, 102 p Masters Thesis Academic theses Text eng Nolen, Matthew Wise, Greg Anderson, Owen Ramsey, Ramsey Arizona State University Partial requirement for: M.A., Arizona State University, 2011 Includes bibliographical references (p. 98-102) Field of study: Communication studies The need for a critical education in a democracy, its difficulties, and how to reform this field requires urgent attention. This project begins with the premise that education is necessary for a vibrant democracy. While examining differing voices that advocate for educational reform, mainly that of Critical Pedagogy, it is shown how conflicting forms are advocating similar ideals. Henry Giroux and David Horowitz, both reformers that are on opposite sides of the political spectrum appear to have similar goals. Yet, the question becomes how to solve these differences between these parties? By examining the philosophical origins of these projects and explicating differences rooted in human nature and the good, the basic differences can begin to be shown. In showing these differences it requires going back to the work of Kant. Kant shows the necessity of beginning with philosophy and examining basic assumptions in order to begin to critique and build an education that would guarantee equality. Philosophy of Education Communication General Education critical pedagogy Education Henry Giroux Kant Paulo Freire Transcendentalism Education--United States--Philosophy. Critical pedagogy--United States. Democracy and education--United States. Educational change--United States. Critical education: the need for reform and a place to begin