The problem and aim of this dissertation is to demonstrate that conditions of illusion and unnecessary coercion exist in an American history classroom as history textbook content is being discussed. In this critical theory interpretation and criticism of the beliefs, attitudes and wants of particular individuals are used to explain why certain beliefs are held, how they come to be developed and why they cause suffering. From a discovery of the sense in which a negative form of consciousness exists in a sample history classroom, knowledge or a theory of ideology arises which may be used to enhance the autonomy and responsibility of those addressed by the critical theory.;Three constituent parts of a typical critical theory determine the procedures of this study. They are utilized in the description of the sample classroom and for the guidance of the actions of the classroom members. A transition from the present state of the sample classroom to a proposed final state was shown to be necessary due to the existence of reflexively unacceptable conditions. The objective or theoretical possibility of a transition from the present state to a proposed final state was deemed possible by means of a specific institutional change. The acceptability of the critical theory was then ascertained.;From these interpretations and criticisms it was suggested that spontaneous consent was created to reinforce, mystify and legitimate the power and prestige of the objective emphasis and understanding of knowledge through the wider culture of positivism. Textbooks were shown to have a major role in transmitting the dominant views and interests of society. The institution of an ideal speech situation was proposed for the sample classroom to enhance the possibility of autonomy and responsibility. The criterion of acceptability of a critical theory, however, was judged to be a major limitation of this research project even while raising important implications for the use of critical theory in the field of education.
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