MODULE 4

HUMAN KNOWLEDGE AND INTERESTS

INTRODUCTION
This chapter offers an exploration of the very meaning of human knowledge and interest.
Jurgen Habermas, one of the prestigious philosophers in the era of communicative theory, clearly
explained the root of the subject matter. Our everyday experiences are the possible foundation of
our learning in human knowledge and interests. It would not be difficult for us to accommodate
our knowledge in this chapter because of the means of our activities.
Human knowledge itself has a different root of interest thus, Habermas conceptualized
human interest in a different form of knowledge that require different scientific methodologies
(process of knowing) based on a different, but internally coherent, forms of rationality.

LEARNING OUTCOMES:
At the end of this module, you are expected to:

1. Share your interest to your enrolled course.

2. Create a particular possible outcome in practically applying your identified personal
interest in the first learning outcome; and
3. Identify statements as to technical, practical or emancipatory.

How did you start? Why were you interested to your current enrolled course? Elaborate

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 Theory of Knowledge-Constitutive Interests
CONTENT

Jurgen Habermas views knowledge as originating in human interests and means of social
organization. While on the other hand he describes human interests in terms of technical control,
communication, and emancipation relating to the respective social media of work, language, and
power. Habermas starts from the position that knowledge is historically and socially rooted
and interest bound. In order to explain the relationship between knowledge and human activity,
Habermas developed the theory of knowledge-constitutive interests.
Constitutive defined
Habermas views
knowledge-
Knowledge-constitutive interests are the conditions for as having the power
to establish or give
constitutive interests survival of the human species that stimulate human organized existence
as the means through
which we organize
beings to generate knowledge about the physical world, to something.

our daily experience. about the social world and about the exercise of political
power.1

One good explanation of the statement above is, the knowledge-constitutive interest is a
tool or a condition for survival of man. This theory can be used to develop human being to arise
knowledge about his/her physical world and social world. In order to enhance, it is in the
interest of human beings to be able to control and reshape their physical environment, to
communicate with each other and thereby to maintain society, and to live free of political
oppression.
Example of knowledge-constitutive interest: a man who lives in a slum for two decades
suddenly integrate himself to the people through proper communication, and change his
everyday routine by enhancing his ability and capacity and thus gain more knowledge. This man
was able to survive and get away with the slum area to develop more integrated life. And
because of his unending interest he reshaped his life and continue to be more productive.
In the pursuit of each of these interests, humans will inquire into, and thus generate
knowledge about the natural world, society and politics. This knowledge will in turn be linked to
certain forms of action: the use of technology to control nature, improved communication and
understanding.

Can we use the life of Manny Pacquiao as an example of knowledge-constitutive

interest? Elaborate in 50 words, you can use another paper for this activity.

Interests
1
Edgar Andres, HABERMAS the key concepts, Routledge 2016, p.10
 TECHNICAL INTERESTS

People's technical interests are reflected in the need to control and to manipulate their
Instrumental external environment to satisfy their needs for shelter, food, and so on. These interests,
rationality refers
to: manipulation expressed through the medium of work, focus on the material production necessary for our
and control of
the environment; existence. The rationality behind this integrating technical interests, work, and empirical-
prediction about
observable
analytic science is instrumental rationality.
physical or
social events;
reality, based on
empirical
PRACTICAL INTERESTS
knowledge and
governed by
technical rules; People's practical interests are reflected in their use of language to further mutual
and the criteria
of effective understanding of individual interests and desires and to coordinate social action to satisfy mutual
control of
reality, which interests and needs. Practical knowledge consists of the norms that form the common tradition
determine the
appropriateness
underlying society. Practical knowledge also provides the basis for the mutual understanding of
of action. intentions and actions.

EMANCIPATORY INTERESTS

People's emancipatory interests are reflected in our drive to transcend, to grow and to
develop our interest in self-knowledge through self-reflection, which leads to knowledge of how
our past influences our current state and our interest in freedom and in relational autonomy.
According to Mezirow emancipation is from libidinal, institutional or environmental forces which
limit our options and rational control over our lives but have been taken for granted as beyond
human control. Insights gained through critical self-awareness are emancipatory in the sense that at
least one can recognize the correct reasons for his or her problems.

Let us clarify more!

To describe these things in a brief but concise manner, let us look clearly to their meanings.
The technical interests clearly focus on the external needs of human being. It is natural for human
being to work to buy and get what he wanted. In this field, the human being also has control in his
external environment, and survival for this matter connotes work as needed for the existence of
human being. For the practical interest, language is the most important matter. To coordinate with
and to understand people, language is necessary. Language is natural for those people who engaged
themselves to the world of tradition and culture. When we talk about emancipatory interest, we talk
about freedom. When someone is emancipated, he can go beyond what he thinks, what he believes
for, what tradition and culture in which he belong. To go beyond our routinary activities means to
integrate ourselves to the new self, new activities, and new knowledge.

Let’s Integrate!
 Re-read your answer under motivation part and give one possible outcome in practically
applying your reason why you become interested to your chosen course. (Please refer to the
rubric above).
CRITERIA UNSATISFACTORY (3-4)
Content & Content is incomplete.
development Major points are not clear.
Specific examples are not used.
Organizational Organization and structure
structure detract from the message.
Writing is disjointed and lacks
transition of thoughts.
Grammar, Paper contains numerous
punctuation and grammatical, punctuation, and
spelling spelling errors.
NEEDS IMPROVEMENT (5-7)
 Content is not comprehensive and or
persuasive.
- Major points are addressed, but not
well supported.
- Responses are inadequate or do not
address topic.
-Specific examples do not support
topic.
Structure of the paper is not easy to
follow.
- Transitions need improvement.
- Conclusion is missing, or if
provided, does not flow from the
body of the paper.
Paper contains few grammatical,
punctuation and spelling errors.
SATISFACATORY (8-9)
Content is accurate and
persuasive.
- Major points are stated.
- Responses are adequate and
address topic.
- Content is clear.
-Specific examples are used.
Structure is mostly clear and
easy to follow.
- Transitions are present.
- Conclusion is logical.
Rules of grammar, usage, and
punctuation are followed with
minor errors.
Spelling is correct.
OUTSTANDING (10)
Content is comprehensive,
accurate, and persuasive.
- Major points are stated
clearly and are well supported.
- Responses are excellent,
timely and address topic.
- Content is clear.
-Specific examples are used.
Structure of the paper is clear
and easy to follow.
- Transitions are logical and
maintain the flow of thought
throughout the paper.
- Conclusion is logical and
flows from the body of the
paper.
Rules of grammar, usage, and
punctuation are followed;
spelling is correct.

INSTRUCTION:
IDENTIFY THE FOLLOWING STATEMENT IF IT IS: TECHNICAL INTEREST,
ON INTEREST PRACTICAL INTERESTS, OR EMANCIPATORY INTERESTS

1. Vonalet needs to work for living_____________________________________________

2. Clare needs to earn money for her business. _________________________________
3. Teacher Do-Myrole wants to bring her pupils in a museum other than reading books. __
4. Enzo is passionate to what he is doing. _______________________________________
5. The president visited the prisoners and give pardon to those who deserved. __________
6. Jhon-My sold her 100% sale for this week because she is good in communication. _____
7. Jhonrole won the SK election because of his flowering words. _____________________
8. It is better to lift up liberty than to make ourselves not fit in with the government. ___
9. The Roman Catholic Church is always open for dialogue for others. ________________
10. Life can be fulfilled by means of work. _______________________________________

SUMMARY
 Human knowledge and interest have something to do to the decision of a human being.
It validates the three interests mentioned: technical, practical, and emancipatory. Every interest
connotes individual differences and interests itself. Human being is always closed to the
transformative image he has, like going beyond what he thinks and does. Habermas reconciled
human beings’ differences by looking to the relationship between knowledge and human
activity. He calls it knowledge-constitutive interest. Through this theory, Habermas is looking
for a man’s survival and his tools to live. This theory mainly focuses on the human being’s
knowledge in relation to his activity.

REFERENCES

Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory.

Journal of transformative education, 6(2), 104-123.

Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and
continuing education, 1997(74), 5-12.

Taylor, E. W. (2017). Transformative learning theory. In Transformative learning meets bildung

(pp. 1729). Brill Sense.

Wodak, R. (2007). Language and ideology—Language in ideology. Journal of Language and

Politics, 6(1), 1-5

Habermas, Jürgen and Christian Lenhardt,” A Postscript to Knowledge and Human Interests,”
Philosophy of the Social Sciences 1973 3: 157-189.

Habermas,Jürgen and John R. Blazek, “The Idea of the University: Learning Processes,” New
German Critique, No. 41, (Spring - Summer, 1987), pp. 3-22.

Habermas, JürgenThe Theory of Communicative Action, Volume I: Reason and the

Rationalization of Society. Boston: Beacon, 1984.

Habermas,Jürgen. Knowledge and Human Interests.Trans. Jeremy J. Shapiro. Boston: Beacon

Press, 1971.