Domains of learning

People approach knowledge with an orientation towards technical control, towards mutual understanding in the conduct of life, and towards emancipation from apparently 'natural constraints'. Habermas presents three cognitive interests that are common to all people and that underlie their interest in learning: the technical, the practical and the emancipatory (Table 1.1 and 1.2). These three cognitive interests grow out of three distinct areas of human social existence: work, interaction with others, and power. As cognitive interests, they govern people's interest in acquiring knowledge and are therefore the foundation of human conduct. The following sections outline the characteristics of the learning domains associated with each cognitive interest.

Table 1.1 Domains of learning

Domain of learning	Characteristics
Technical	Aims at technical control of environment Characterized by instrumental action Goal: effective prediction and control of reality Use of hypotheses, experiments, critical discussion as in empirical sciences
Practical	Understanding and meaning of social processes with others Characterized by communicative action Goal: the meaning of interactions and patterns Use of discourse, metaphor and critical discussion as in historical hermeneutic sciences
Empowerment	Internal and environmental factors that inhibit our control over our own lives Characterized by self-reflective action Goal: able to differentiate between factors that are beyond our control and those falsely assumed to be beyond our control, in order to expand our area of action Self-reflection, critical thinking

Source: Habermas, 1971

Table 1.2 Application of domains of learning in participatory learning approach

Domain of learning	Characteristics
Technical	Group manages the use of agricultural inputs based on their analysis of field conditions and knowledge of plant requirements. Group is able to analyse ecological conditions based on participants’ understanding of field ecology. Group designs and implements field studies that will help participants increase knowledge of ecological and agronomic issues
Practical	Participants are able to effectively collaborate among themselves and with others. Participants facilitate/participate in group processes aimed at identifying, analysing and solving problems. These processes are characterized by communicative action. Group facilitates learning among others so that integrated pest management (IPM) becomes the accepted approach to plant growing in their village. Group organize community action to solve agriculture problems.
Empowerment	Group develops skills that support critical thinking. Participants are able to identify and analyse field problems and take action to solve them in common with others. Analytical skills of group result in expanded area of action. Participants are able to organize community action, information networks, village IPM programmes.

Source: Habermas, 1971