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A study of Juergen Habermas's communicative rationality: An educational interpretation.

机译：于尔根·哈贝马斯的交际理性研究：一种教育解释。

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摘要

The purpose of this study is to find an educational basis of the conception of rationality from the perspective based on Jurgen Habermas's idea of communicative rationality. The study starts from a critical review of the instrumental aspect of rationality first conceptualized by Max Weber's analysis of modern Western society's rationalization process and continues to criticize Weber's framework from Habermas's standpoint presented in his linguistic reconstruction of the Enlightenment rationality. Habermas's criticism of Weber's view reflected on the thesis of societal rationalization is concentrated on the point that Weber's construction of the rationalization process shows the rationalization process of modern society only at its institutional level without giving as much attention to the rationalization process of people's communicative action at the level of their ordinary life-world and for this reason it eventually narrows down the meaning of rationality into a conceptually incomplete form. Based on this view, the study suggests to take Habermas's notion of communicative rationality as a reference point from which to organize educational activities and evaluate their "being educational" in classroom situation. The interactions between teachers and students dealing with the school curriculum can be understood as communicative actions in the sense that they are all forms of argumentation claiming certain types of validity regarding the knowledge under consideration and that the success of such interactions depends on the rational understanding of those validity claims by both sides of the participants. The notion of communicative rationality also provides a normative basis upon which those interactions can be judged as being educational or not; if the interactions between teachers and students are to be educational the only purpose they aim to achieve should be the mutual understanding of the bodies of knowledge being taught and learned only from the viewpoint of how well and relevantly the arguments are made, not with a view to certain external goals that can only be contingently accomplished by instrumentalizing the communicative understanding of the knowledge.
机译：这项研究的目的是从基于于尔根·哈贝马斯（Jurgen Habermas）的交际理性思想的角度寻找理性概念的教育基础。该研究从对理性的工具性方面的批判性回顾开始，该评论首先由马克斯·韦伯（Max Weber）对现代西方社会的理性化过程的分析所概念化，并继续从哈贝马斯从其对启蒙理性的语言重构中提出的观点来批评韦伯的框架。哈贝马斯对社会合理化论点所反映的韦伯观点的批评集中在这样一个观点上：韦伯的理性化过程的构建仅在制度层面上显示了现代社会的理性化过程，而没有过多关注当下人们的交往行为的理性化过程。因此，它最终将理性的含义缩小为概念上不完整的形式。基于这种观点，该研究建议以哈贝马斯的交际理性概念作为参考，从中组织教育活动并评估其在课堂环境中的“受教育程度”。在处理学校课程方面，师生之间的互动可以理解为交流活动，因为他们都是论证形式，声称所考虑的知识具有某些类型的有效性，并且这种互动的成功取决于对知识的理性理解。参与者双方均声明了这些有效性。交际理性的概念也提供了规范基础，在此基础上，可以将这些互动判断为具有教育意义。如果要进行教师和学生之间的互动是教育性的，他们旨在实现的唯一目的应该是仅从论证的论断程度和相关性的角度，而不是观点的相互理解，来理解所教和学的知识体系。某些外部目标，只有通过对知识的交流理解进行工具化，才能最终实现。

著录项

  • 作者

    Han, Gicheol.;

  • 作者单位

    University of Illinois at Urbana-Champaign.;

  • 授予单位 University of Illinois at Urbana-Champaign.;
  • 学科 Education Philosophy of.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 260 p.
  • 总页数 260
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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