The purposes of this study are to investigate the nature(language and logic) of Habermasian theory of cognitive interests(Ⅰ), and then apply it to educational paradigms(Ⅱ). From the result of this attempt, the following conclusions are drawn: Ⅰ. (1) With the concept of ‘cognitive interests’ Habermas attempts to restore the status of epistemology as critique of knwledge and radical self-reflection of scientific theory of knowledge. (2) Cognitive (knowledge-constitutive human) interests which have a quasi-transcendental (empirical and transcendental) status are necessary conditions of possibility of science. (3) Natural/cultural science, which technical/practical cognitive interets direct, can not overcome the scientific self-misunderstanding in epistemology. (4) On the other hand, critically oriented science which incoporates the emancipatory cognitive interest guarantee the autonomy and validity of knowledge, because it holds self-reflection. Ⅱ. (1) The empirical educational paradigm, is relevant to industrial model of education, but has limits of the objectivist and value-free approach in eduction. (2) The interpretive (hermeneutic) educational paradigm is relevant to dialogical model of education, but has limits of relativistic, conservative, verbalistic dimension, and surface-normative level of pedagogy. (3) But the critical educational paradigm is relevant to ideological deep-normative dimension of pedagogy with the power of self-reflection. (4) Therefore, Habermasian tridimensionality (empirical, interpretive, and critical paradigms) can be applied to educational theory and practice. Moreover, it inculcates openmindedness and self-reflection for members of educational community.