Using a small body of empirical data concerning the types of information students
handle, this paper inquires into the problematic of knowledge creation, artifacts of
knowledge, and the possible role of examination as a negative factor in students’ reflective
achievements. Habermas’ theory of communicative action is proposed as the theoretical
framework for analyzing the educational environment seen as a lifeworld. From the observed
fact that types of information students themselves produce (papers, essays, lecture notes,
master theses, etc.) are hardly mentioned as information they say they handle, the tentative
conclusion is drawn that these missing types are systematically excluded. The theoretical
framework provides an explanation for this state of affairs. The overall goal of higher
education is to increase knowledge in a particular field. In teaching, however, this goal is
dealt with in a training manner, clearly manifest in the examination process. Therefore, the
action orientations of the students will differ more or less from the overall goal. Claims of
validity connected with knowledge turn in a normative direction in action situations oriented
towards examination. Since information is the link anchoring claims of validity, students
become inclined to exclude the artifacts of their own knowledge creation. The latter are not
viewed as dealing with information linking the claims connected with the overall goal of
increasing ‘real’ knowledge, instead being taken as constituting the links for normative
claims. The paper also proposes certain means in line with the theory for improving this state
of affairs.
2003. p. 9-