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frequently heard in legal academic discussion in Britain today, there exists a widespread uncertainty, felt by both those who identify with these terms and by curious outsiders, about what they refer to. In the first section of this paper I consider, particularly in relation to education, what the critical movement is and where it came from, concluding with a few remarks on the relation of that movement to the critique of the Enlightenment at large. In the second section I offer some thoughts on the distinctive nature of critical education in general, which I follow up by discussing in the third section some possibilities and
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