Introduction
The design of this research is as follows -- A set of Canadian 20th century textual data/literature of a specific genre is considered against a critical theoretical position, specifically a post-Marxist category, “systems analytic.” This model is derived from the work of the critical theorist Jurgen Habermas. The research has the potential to provide additional evidence to test Habermas’ theory of the reflexive nature of public policy in relation to the state in advanced capitalism, particularly in the area of public education. The data consists of a set of 20th century Canadian public education policy documents identified in public policy as “commission reports.” In the main the commission reports are royal commissions, but legislative reports, special reports and other reports and inquiries of importance may be included. The challenge to identify and select the data is considered in Chapter One of the research. A justification for the treatment is argued. The problem of organizing and sorting the data is tackled in Chapter Two of the research. Challenges and limitations are remarked upon and the purpose and utility of a one-stop reference is defended. Chapter Three considers some of the political changes that are possible simply through the process of identifying, organizing and considering the range of data comparatively. Chapter Four reviews the content of the key public education documents produced in the 20th century. Chapter Five looks at the comparative aspect of analysis through some of the available literature, and considers not only the contribution of the literature to the validation of the comparative research endeavour, but also considers what the selections offer in terms of analysis. Chapter Six introduces the theoretical model. Chapter Seven considers the theoretical model against the available documents. The conclusion summarizes the research.
