本文主要藉由檢視Blankertz的批判教育學，探討德國批判教育學與批判理論間的關係。由於批判教育學重視社會-政治因素對教育造成的影響，所以常被認為與批判理論有關聯。為釐清這項爭議，本文將透過教育詮釋學的方法，以Blankertz的批判教育學為例，說明批判教育學與批判理論二者的關係。Blankertz曾在1971年將教育學等同於批判理論，但之後又將I. Kant（1724-1804）的實踐理性優位（Primat der praktischen Vernunft）以及啟蒙等概念作為教育目的，以W. von Humboldt（1776-1835）的陶冶觀作為教育方法，並將批判理論的解放旨趣概念，融入德國教育學的傳統中，賦予社會批判以及解放的性質，並成為Blankertz批判教育學的主要內容。換言之，Blankertz的批判教育學以批判理論的解放概念，為德國教育學傳統，提供社會批判的基礎，由此也呈現這項傳統的現代意義。

The study enquires into Blankertz's critical pedagogy. Blankertz's theory has been often considered closely tied to critical theory due to its emphasizing the influence of socio-political factors on education. Scholars have been arguing over the relationship of the critical pedagogy and critical theory. Some agree that the critical pedagogy is only an applied case of critical theory. Others in contrast contend the substantial import of the critical pedagogy. In this study, in order to clarify the interrelated relationship between the critical pedagogy and critical theory, we focus on the most widely discussed case, namely that of Blankertz, by adopting the method of educational hermeneutics. Blankertz first based his critical pedagogy fully on critical theory by 1971. But afterwards he increasingly payed more and more attention to Kant's ideas of Enlightenment and primacy of practical reason as the purpose of education and to W. von Humboldt's theory of Bildung as educational method. He made efforts to integrate their ideas into the conception of emancipatory interest of critical theory in a way that enabled him a new understanding of social critique which then became constitutive for his own theory. We contend that Blankertz's works, based on the conception of emancipation of critical theory, endorse a normative basis for social critique in the tradition of the German critical pedagogy and show this tradition still has much to contribute to contemporary educational discourses.