This paper seeks to make use of later works of Habermas in the field of education. The theme, developed out of the pragmatic tradition, is that of deliberative communication as a central form of activity in schools. This implies a displacement of traditional teaching and learning as the central form of activity to the creation of meaning through deliberative communication. Deliberative communication can be understood as an endeavour to ensure that each individual takes a stand by listening, deliberating, seeking arguments, and evaluating, while at the same time there is a collective effort to find values and norms on which everyone can agree. The author first gives a background to the idea of deliberative communication in Swedish schools. Secondly, he presents the sources of inspiration for the idea--both the US pragmatists Dewey and Mead and the German pragmatist Habermas are key figures. The author also relates his idea to the broader movement of deliberative democracy. Finally, he presents five characteristics of deliberative communication.