Chapter 1 Related Concepts and Literature Review 1.1 Two Theoretical Study Levels and Some Key Concepts 1.2 Literature Review of Theoretical CEE Studies in China 1.3 Limitations of These Studies Chapter 2 Habermas' Knowledge-Constitutive Interest Theory and Its Related Studies 2.1 Habermas'Knowledge-Constitutive Interest Theory 2.2 Studies on KCIT and Its Applications in Education at Home and Abroad 2.3 Why Is KCIT Proposed as Foundation? Chapter 3 Viewing the Nature of CEE Based on KCIT 3.1 A Historical Look of CEE and Its Limitations 3.2 The Nature of CEE Based on KCIT: Language-Based but Human-Centered 3.3 The Nature of CEE Based on Trichotomous KCIT: An Inte-grated Course Chapter 4 Viewing Educational Objective of College English Curriculum Based on KCIT 4.1 The Current Curriculum Objective 4.2 Instrumental Objective 4.3 Cross-cultural and Social Communicative Objective 4.4 Emancipatory or Critical Reflective Objective Chapter 5 Relationship between Teachers and Students in CEE: from Binary Opposition to Dialogue and Intersubjectivity 5.1 Subjectivity Philosophy and T-S Binary Opposition in CEE 5.2 Intersubjectivity Philosophy and Habermas' Dialogical Reason 5.3 Language Education, Intersubjective T-S Relationship in CEE under Habermas' Dialogical Reason Chapter 6 Revelation for Pedagogical Practice of CEE Based on KCIT 6.1 Course Design 6.2 Learning Model 6.3 Instructional Design: An Example 6.4 Teaching Material Selection Conclusions and Implications Bibliography
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