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Croona, Gill. "Etik och utmaning. : Om lärande av bemötande i professionsutbildning." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-385.
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During recent years there have been noticeable shortcomings in the human encounter of people seeking some form of health care in Sweden. This is something that affects professional education within ‘the welfare state’ and implies that human expectations, societal demands and questions about knowledge, basic values and competence have become pedagogically interesting. The basic aim of the dissertation is - to contribute to a practically, relevant and theoretical in-depth understanding of the learning and teaching of ethics in professional education. By taking nursing education as an example and focussing on the human encounter of the person seeking care, the dissertation aims - by analysis of the pedagogic practice and from a critical-theoretical perspective – to provide a foundation for such an understanding. The research perspective includes a social-philosophical point of departure with a focus on Mead’s interactional view of learning and Habermas’s critical theory of social communication. Methodologically an emphasis is placed on discourse analysis. The results demonstrate how the learning and teaching of ethics in human encounters can be understood as a question of communication of both knowledge and values. In the theoretical reconstruction that follows it is shown how pedagogic actions, learning and competence can be understood as communication of and in particular contextual discourses. The six discourses are: ‘the efficiency-related discourse’, ‘the expert-related discourse’, the ‘care-related discourse’, ‘the communicative-related discourse’, ‘the egocentric discourse’ and ‘the ethnocentric discourse’, all of which are mutually related to each other. The contextual discourses focus on different values. Those that are most conducive to creating pleasant human encounters are the communicative- and the care-related discourses, which also form the foundation for the pedagogic recommendation that makes up the concluding discussion of the dissertation. The recommendation concerns a pedagogical practice that affirms, pays attention to, safeguards and challenges and thus generates creativity, as well as the legitimacy of pluralism. To engage in stimulating pedagogical discussion means being committed, taking responsibility and practicing solidarity in the profession of education. Such a ‘deliberative pedagogy’ creates possibilities for people to develop solidarity of judgement in a society that increasingly demanding that. In conclusion, the recommendation for a new and challenging human encounter-ethical-pedagogy is intended to show that ‘ideals can be realistic’. Normative recommendations do not have to be abstract visions of the future, but can be looked upon as means of focussing on alternative actions, that despite the difficulties are possible to realise – here and now.
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Mesbah, Ali. "Religion, rationality, and language : a critical analysis of Jürgen Habermas' theory of communicative action." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82933.
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Jurgen Habermas is a second-generation social philosopher of the Frankfurt school, the birthplace of critical theory. He suggests that modernity is a project of substituting rationality for religion. In his analysis, such a succession is the result of a process of social evolution, in which each developmental stage has its basic concepts and modes of understanding subjective, objective, and social worlds. For him, the salient feature of rationality consists of differentiation between various validity claims of truth, truthfulness, and sincerity which are indistinguishable in religious language. The rationalization of religion, hence, progresses in terms of a differentiation between validity claims, a decentration of human understanding, the disenchantment of the world, and the linguistification of the sacred. Habermas proposes a universal pragmatics in which two modes of language use are separated: instrumental-strategic, and communicative. He thinks that the failure of the enlightenment movement to replace religion with reason stems from its preoccupation with instrumental reason and language use, dispensing with communicative rationality; and the remedy lies in communicative rationality.Critically analyzing Habermas' theory of communicative action, this study examines Habermas' basic idea of substituting communicative rationality for religion in the light of his critique of Max Weber and of instrumental reason. Ontological, epistemological, methodological, and conceptual presuppositions in his argument are discussed and evaluated.
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Travers, Ann. "The invisible woman : a feminist critique of Habermas's theory of communicative action." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29857.
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Feminist theory is a vast area of discourse and, while the differences between the many tendencies are extremely interesting, it is beyond the scope of this thesis to engage in such an inquiry. I have chosen to conduct a critique of Habermas's theory of communicative action from a perspective informed for the most part by postmodern/poststructural feminism. I hope that my reasons for working within such a framework will become evident in the following chapters but, in my view, a postmodern/poststructural feminist perspective sharpens the critique of Habermas's theory precisely because it stands in such contrast to it.
For the purposes of this thesis, my critique will focus upon Habermas's most recent work - The Theory of Communicative Action, Volume I: Reason and the Rationalization of Society (1984), and Volume II: The Critique of Functionalist Reason (1987). Other works by Habermas will not be specifically addressed although references will be made to them as necessary to clarify his positions on various issues.Arts, Faculty of
Sociology, Department of
Graduate
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Piscioneri, Matthew. "The Myth of reason : a study of Jürgen Habermas's Theory of Communicative Action/." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18116.pdf.
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Lipscomb, Michael E. "The theory of communicative action and the aesthetic moment : Habermas and the (neo)Nietzschean challenge /." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-01312009-063033/.
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FILHO, JOÃO DE AMARAL. "THE THEORY OF COMMUNICATIVE ACTION HABERMAS AS THE FOUNDATION OF NORMATIVE VALIDITY OF COLLECTIVE LABOR NEGOTIATIONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27859@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCom a modernidade em crise, a crítica aos ideais iluministas e até da noção tradicional da razão em cheque, passou-se a buscar uma melhor compreensão da realidade, como alternativa para suprir um crescente descontentamento social em função do distanciamento entre as decisões administrativas, incluindo as judiciais, e os efetivos anseios dos cidadãos. Dentre as propostas que aliam o novo ideal democrático ao contexto do mundo da vida, o filósofo alemão Jürgen Habermas propõe uma mudança de paradigma da Razão através de uma lógica dialógica, transferindo a noção da Razão Prática para um espectro procedimental, usando como ferramenta indispensável o agir comunicativo, o discurso e o consenso entre as partes interessadas; além disso, promove uma reconstrução do direito e do Estado, com a superação dos modelos teóricos existentes – liberal e republicano – e com a formatação de um Estado efetivamente democrático, posto que viabiliza a participação dos concernidos na criação dos direitos. Em outras palavras, Habermas aposta no sucesso processo de interação comunicativa, que se efetiva por meio de um acordo discutido, debatido e refletido em função dos motivos apresentados pelos interessados. Diante dessa linha habermasiana que envolve a atuação efetiva dos cidadãos e das instituições da sociedade civil, além do próprio Estado, no processo de formulação normativa e decisória surge, para alguns, a ideia da inaplicabilidade dessa teoria por entenderem que, em função da realidade brasileira, principalmente em relação ao déficit educacional da população, essa ideia ficaria prejudicada. O Direito Coletivo do Trabalho, como ramificação de nosso sistema jurídico, promove a derrocada dessa premissa de inaplicabilidade da proposta de Habermas que adota o agir comunicativo como instrumento para alcance do entendimento, do consenso dos interessados, promovendo, assim, uma harmônica relação entre a validade e faticidade da norma. Importante ainda ressaltar a convivência dos interesses individuais e dos coletivos, não havendo prevalência da simples vontade da maioria, mas sim da vontade melhor justificada dentro do processo dialógico, ocorrendo a preservação das garantias e direitos individuais fundamentais.
With modernity in crisis, criticizes the Enlightenment ideals and even the traditional notion of reason in check, began to seek a better understanding of reality, as an alternative to supply a growing social discontent due to the distance between the adminstrative decisions, including judicial, and actual desires of citizens. Among the proposals that combine the new democratic ideal context of the living world, the German philosopher Jurgen Habermas proposes a paradigm shift of Reason through a dialogical logic, transferring the notion of Practical Reason for a procedural spectrum, using as the indispensable tool communicative action, discourse and consensus among stakeholders; Moreover, it promotes a reconstruction of law and state, with the overcoming of the existing theoretical models - liberal and republican - and the formatting of a democratic state effectively, since it enables the participation of concerned in the creation of rights. In other words, Habermas betting on the success of the process, which is effective communicative interaction through an agreement discussed, debated and reflected on the basis of the reasons given by those concerned. Given this Habermasian line that involves the effective participation of citizens and civil society institutions, and the state itself, the formulation of rules and decision-making process arises, for some, the idea of this theory inapplicable because they understand that, according to the Brazilian reality mainly in relation to the educational deficit of the population, this idea would be impaired. The Collective Labour Law, as a branch of our legal system, promotes the overthrow of this premise inapplicability of proposed which adopts Habermas communicative action as an instrument to reach understanding, consensus of stakeholders, thus promoting a harmonious relationship between the validity and facticity of the norm. Important to highlight the coexistence of individual and collective interests, with no prevalence of simple will of the majority, but the best justified within the dialogical process will occur and guarantees the preservation of fundamental individual rights.
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Sotomayor, Enrique. "Habermas against Hyperrationalism." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/119253.
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This paper presents a revision of the way in which Jürgen Habermas returns to the critical tradition of Marxism regarding the topic of ideology. After the characterization of Habermasian thinking regarding the progress of instrumental rationality (at the expense of communicative reason) it confronts the debate between Habermas and Niklas Luhmann within German Social Theory. Finally, the third section focuses on showing the differences regarding the conception of the place of law in society, based on the theoretical frameworks of Habermas and Luhmann.El presente trabajo plantea una revisión de la forma en que Jürgen Habermas retoma la tradición crítica del marxismo respecto del tópico de la ideología. Luego y a partir de la caracterización del pensamiento de Habermas respecto del avance de la racionalidad instrumental (en detrimento de la razón comunicativa) afrontaremos el debate que han sostenido Habermas y Niklas Luhmann en el seno de la Teoría social alemana. Finalmente, la tercera sección se centra en mostrar las diferencias en la concepción sobre el lugar del derecho en la sociedad, a partir de los marcos teóricos de Habermas y Luhmann.
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Almujaibel, Naser Bader. "CHANGING A SYSTEM FROM WITHIN: APPLYING THE THEORY OF COMMUNICATIVE ACTION FOR FUNDAMENTAL POLICY CHANGES IN KUWAIT." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/508399.
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Media & CommunicationPh.D.
Political legitimacy is a fundamental problem in the modern state. According to Habermas (1973), current legitimation methods are losing the sufficiency needed to support political systems and decisions. In response, Habermas (1987) developed the theory of communicative action as a new method for establishing political legitimacy. The current study applies the communicative action theory to Kuwait’s current political transformation. This study addresses the nature of the foundation of Kuwait, the regional situation, the internal political context, and the current economic challenges. The specific political transformation examined in this study is a national development project known as Vision of 2035 supported by the Amir as the head of the state. The project aims to develop a third of Kuwait’s land and five islands as special economic zones (SEZ). The project requires new legislation that would fundamentally change the political and economic identity of the country. The study applies the communicative action theory in order to achieve a mutual understanding between different groups in Kuwait regarding the project’s features and the legislation required to achieve them.
Temple University--Theses
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Souza, Tulio Augustus Silva e. "O comunicado da razão: crítica da razão funcionalista na Teoria do Agir Comunicativo." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-30102013-124407/.
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O objetivo desse trabalho é rastrear a dimensão de influências específicas que moldaram Jürgen Habermas na construção da Teoria do Agir Comunicativo. Em sua obra maior, a pretensão habermasiana foi harmonizar um vasto leque de autores e teorias que uma vez trabalhados em suas especificidades convergissem para a existência de um projeto emancipador possibilitado por uma racionalidade de teor comunicativo. Com esse propósito, a atenção está voltada para o segundo volume dessa obra, em especial para o papel de Talcott Parsons e sua teoria de sistemas, a sociologia de Émile Durkheim que faculta a interação por meio da linguagem e seu entrelaçamento com Habermas por mais de uma via, as discussões metodológicas com Popper e a disputa com o positivismo, bem como a presença da teoria crítica e seus personagens diversos.The aim of this work is to track the size of specific influences that shaped Jürgen Habermas in the construction of the Theory of Communicative Action. In his major work, the habermasion intention was to harmonize a wide range of authors and theories that treated in their particularity would be able to converge to an emancipatory project made possible by a rationality of communicative content. For this purpose, the attention is focused on the second volume of this work, especially on the role of Talcott Parsons and his systems theory, on the sociology of Émile Durkheim that provides interaction through language and its relationship with Habermas through several ways, on the methodological discussions with Popper and the dispute with positivism, and on the presence of critical theory and its many characters.
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Assencio, Sandro. "Comunicação e cultura: os pressupostos da \"guinada linguístico-pragmática\" da teoria do agir comunicativo de Jürgen Habermas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-19092013-102433/.
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O objeto da presente pesquisa constitui-se na análise imanente dos pressupostos da \"guinada linguístico-pragmática\" de Jürgen Habermas verificada no interior de sua magnum opus - a Teoria do agir comunicativo, publicada em 1981. O objetivo a que nos propusemos alcançar é a elucidação do modo peculiar como Habermas absorve as aquisições teóricas da pragmática linguística (em especial J. L. Austin e J. R. Searle) visando a construção de sua teoria da comunicação, cujo ponto central é a postulação do consenso entre sujeitos capazes de linguagem e ação como o \"fim último\" ou télos do agir comunicativo. A hipótese teórica - ou de trabalho -, que acreditamos ter sido confirmada ao longo de nossa pesquisa, é a de que Habermas, mesmo sendo um árduo defensor da razão e do \"projeto da modernidade\", compartilha ponto comum com os pensadores do período que se convencionou designar pós-modernidade: o chamado \"idealismo linguístico\", isto é, apreensão dos atos comunicativos como entidades autônomas, porque separados das relações materiais e sociais dos homens.The object of this research is the immanent analysis of the Jürgen Habermas \"linguistic-pragmatic turn\" presuppositions, verified in his magnum opus - The Theory of Communicative Action, published in 1981. The goal we set ourselves to achieve is to elucidate the peculiar way as Habermas absorbs the theoretical acquisitions of linguistic pragmatics (especially J. L. Austin and J. R. Searle) for the construction of a theory of communication, whose focal point is the postulation of consensus between subjects capable of speech and action as the telos of communicative action. The theoretical hypothesis that we believe have been confirmed throughout our research is that Habermas, despite being a vehement defender of reason and the \"Project of modernity\", shares common ground with the thinkers of that period is conventionally designate postmodernity: the so-called \"linguistic idealism\", i. e. the seizure of communicative acts as autonomous entities, because separed of socials and materials relations of men
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Sandberg, Fredrik. "Recognition of Prior Learning in Health Care : From a Caring Ideology and Power, to Communicative Action and Recognition." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81396.
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During the last decades Recognition of Prior Learning (RPL) has become a more frequently used method to recognise adult’s prior learning. This thesis analyses a process of RPL in health care, where health care assistants are assessed against subjects in the upper-secondary health care program. Prior research on RPL is to a high degree non-theoretical and focus is primarily on policy level research. This thesis adds to the field by progressing a critical social theory perspective on RPL. In the thesis the RPL process is analysed through Jürgen Habermas’ theory of communicative action and Axel Honneth’s Recognition theory. General questions posed are: What are the power issues in the RPL process? What implications does the tension between the lifeworld of work and the system of education have? What consequences does mutual understanding and communication have for the outcome of the RPL process? What part does recognition play for the participants? The results disclose the power relations that emerge in the relationship between participants and teachers. A caring ideology is developed and problematized. Further, the importance of mutual understanding between participant and teachers in the assessment of prior learning is discussed focusing on the consequences a lack of mutual understanding could have for the outcome in such assessments. On a macro level the analysis demonstrates the tension between the participants prior learning and the educational systems demand for formalising prior learning. In addition, analyses of a more developmental character that intends to show the potential for critical learning, change and recognition are progressed. The results suggest that communicative action can be used to develop RPL into processes focusing on critical learning and change. Recognition of traits and abilities could also enhance individual’s positive relations with the self. Such recognition could develop self-confidence and thus RPL could encourage learning and cultivate continuing self-realisation through work.Validering har under de senaste decennierna blivit en alltmer använd metod för att erkänna vuxnas tidigare lärande. Denna avhandling analyserar en valideringsprocess inom omvårdnadssektorn för vårdbiträden med mångårig erfarenhet. Vårdbiträdena valideras mot ämnen inom omvårdnadsprogrammets karaktärsämnen. Tidigare forskning om validering är i hög grad icke-teoretisk och mycket fokus har legat på policynivå. Denna avhandling bidrar till forskningsfältet genom att problematisera validering utifrån ett kritiskt samhällsteoretiskt perspektiv. I avhandlingen analyseras valideringsprocessen utifrån Jürgen Habermas teori om det kommunikativa handlandet och Axel Honneths erkännandeteori. Exempel på mer generella frågor som ställs är: Vilka är maktfaktorerna i valideringsprocessen? Är handlingarna i processen koordinerade mot gemensam förståelse? Hur ser förhållandet mellan system och livsvärld ut? Vilken roll spelar erkännandet i validering för deltagarna? Resultatet synliggör de maktförhållanden som uppstår mellan deltagare och lärare i bedömningsprocessen. En omvårdande ideologi lyfts fram och problematiseras. Därtill diskuteras betydelsen av gemensam förståelse mellan deltagare och lärare vid bedömning, samt vilka konsekvenser brist på gemensam förståelse kan få. På ett makroplan åskådliggör analysen spänningen mellan deltagarnas erfarenheter och utbildningssystemets krav på formalisering. Vidare genomförs mer utvecklingsfokuserade analyser som vill visa på möjligheterna för kritiskt lärande och förändring i validering. Resultatet demonstrerar också, bland annat, betydelsen av att bli erkänd för sina förmågor och hur detta kan utveckla individens självuppskattning och främja lärande. I studien föreslås det att kommunikativt handlande kan utgöra en norm för hur validering kan utvecklas mot mer kritiskt lärande och positiv förändring. Men också att erkännande av tidigare förmågor kan gynna individens positiva relation till sig själv, hur detta främjar lärande, självuppskattning och hur validering därmed kan utgöra en grund för ett vidare självförverkligande genom arbete.
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Anttonen, S. (Saila). "Valta, moraali ja yhteiskunnallis-historiallinen oppiminen:sivistyshistoriallinen tie kansallissosialistisesta totuuden politiikasta demokratisoiviin uudelleenkoulutusohjelmiin." Doctoral thesis, University of Oulu, 1999. http://urn.fi/urn:isbn:9514251105.
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Tiivistelmä
Tausta ja tavoitteet: Tarkastelun kohteena on modernisaatio yhteiskunnallis-historiallisena oppimisena. Tavoitteena on osoittaa kriittisen teorian kasvatustieteellinen merkitys yhteiskunnallisena kasvatus- ja sivistysdiskurssina. Teoreettiset lähtökohdat: Filosofista argumentaatiota ja dialektista sivistysteoriaa kehitellään kriittisen teorian käsittein, jotka ovat peräisin Theodor W. Adornon, Max Horkheimerin ja Herbert Marcusen filosofioista. Yhteiskunnallis-historiallisen oppimisen teoria perustuu Jürgen Habermasin, Klaus Ederin ja Axel Honnethin ajatteluun sekä Michel Foucault'n tiedon ja vallan sekä totuuden politiikan käsitteisiin. Vallan ja moraalin dialektiikka toimii sisällöllisenä jännitteenä.
Pääongelmat: 1) Millä perusteilla modernisaatio käsitteellistyy yhteiskunnallis-historiallisena oppimisena, demokratisoitumisena ja tasa-arvoistumisena ja mikä on ollut koulutuksen ja kasvatuksen merkitys näissä prosesseissa? 2) Miten yhteiskunnallis-historiallinen oppiminen, demokratisoituminen ja tasa-arvoistuminen ovat toteutuneet kansallissosialistisen totuuden politiikan ja sitä seuranneiden, demokratisoimiseen tähdänneiden uudelleenkoulutusohjelmien valossa? 3) Miten tieteellisen tiedon ja vallan yhdistelmä ovat vaikuttaneet yhteiskunnallis-historialliseen oppimiseen, demokratisoitumiseen ja tasa-arvoistumiseen? Metodologia ja metodit: Tutkimuksessa kehitellään ja sovelletaan dialektista metodologiaa sekä filosofiseen että historialliseen tutkimukseen.
Toteutus: Filosofinen osuus toteutettiin kriittisen teorian, habermasilaisen kommunikatiivisen toiminnan teorian ja foucault'laisen valtadiskurssin välisenä argumentaationa. Historiallinen osuus toteutettiin arkistotutkimuksena. Theodor W. Adornon, Max Horkheimerin ja Herbert Marcusen arkistojen materiaali on kulttuurihistoriallisesti merkittävä kansallissosialistisen ajan ja sodan jälkeisen ajan (1930–1960) tutkimuksen kannalta.
Tulokset: 1) Modernisaatio käsitteellistyy perustellusti yhteiskunnallis-historiallisena oppimisena ja yhteiskunnallisten patologioiden oppimisena. Modernisaatio ei yksiselitteisesti määrity demokratisoitumisena ja tasa-arvoistumisena. Kasvatus ja koulutus jäsentyvät kriittisessä teoriassa keskeisinä yhteiskunnallisen oppimisen, demokratian ja tasa-arvon edistäjinä. Historiallinen tutkimus todistaa kasvatuksen ja koulutuksen tasa-arvoistavaa vaikutusta vastaan. Uudelleenkasvatuksella ja muodollisilla uudelleenkoulutusohjelmilla oli kuitenkin kiistatta demokratisoivaa vaikutusta. Poliittis-moraaliset oppimisprosessit asetettiin merkittäviksi tavoitteiksi toisen maailmansodan jälkeisessä kansainvälisessä koulutuspolitiikassa. Ihmisarvoon vetoava julkipolitiikka ei kuitenkaan onnistunut kitkemään Auschwitziin johtaneiden prosessien patologioita historian syvätasolta. Jälkikonventionaaliset, inhimillisyyteen ja ihmisten väliseen diskurssiin perustuvat moraaliset oppimisprosessit eivät ole toteutuneet, vaikka 1960-luvun sukupolvikonflikti saikin aikaan syvälle käyvän arvomurroksen. Taloudellis-teknologisilla oppimisprosesseilla on edelleen valta-asema. 2) Modernin tieteen itseymmärrys on perustunut välineelliseen ja laskelmoivaan järkiperäisyyteen. Moraaliset kysymykset on laiminlyöty. Tiedon ja vallan yhteenliittymä on kyennyt vain vähän edistämään demokratisoitumista ja tasa-arvoistumista. Kriittiseen intressiin perustuvat diskurssit ovat vaatineet demokratiaa ja emansipatorista kasvatusta. Siirtymä kansallissosialistisesta demokratisoivaan totuuden politiikkaan ei toteutunut tieteellis-diskursiivisen vastarinnan kautta, vaan se toteutui tiedeyhteisölle ulkopuolisen valtarégimen sotilaallisen vaihdoksen kautta. Tämä mahdollisti kriittisen argumentaation ja demokraattisen tiedeinstituution diskursiiviset valtakamppailut. 3) Tutkimuksen perusteella ei voida väittää, että välineellisen järkiperäisyyden suuntaamat oppimisprosessit olisivat korvautuneet kommunikatiivisen järjellisyyden suuntaamilla. Perusteltua on sen sijaan väittää, että kommunikatiivisen järjellisyyden suuntaiset oppimisprosessit asettuivat tavoittelemisenarvoisiksi toisen maailmansodan jälkeisessä kansainvälisessä politiikassa, jossa korostettiin kasvatuksen ja koulutuksen merkitystä. Foucault'lainen valtadiskurssi ei kyennyt avaamaan moraalisesti kestäviä toiminnallisia näköaloja toisin kuin habermasilainen diskurssi.
Tulosten hyödynnettävyys ja tutkimuksen merkitys: Tutkimustuloksia on mahdollista hyödyntää koulutuspoliittisesti demokratia- ja tasa-arvokeskustelun kannalta sekä teoreettis-metodologisesti eurooppalaisen ajattelun tuntemuksen, kasvatustieteellisen teorianmuodostuksen, kasvatuksen historian sekä vertailevan tutkimuksen kannalta.
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Munhoz, Elisangela Peña. "O mediador de conflitos como intérprete das partes: uma análise à luz da teoria do agir comunicativo." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/4739.
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Previous issue date: 2015-11-30This research explores the mediator's role conflict to the Habermas´s Theory of communicative action. The matter has gained repercussion with justice access movement in Brazil. The Right structured by the laws, by theory and by an established practice procedurally welcomed the mediation. However, this is a practice that runs the formalities of the legal context. The opportunity for this research is the complex task of conducting a dialogue to transform a conflict situation without the support of the coercive and decision-making power of a sentence. Researchers and activist urges for the initiative of mediation in face of the need for adjustments of the instrumental form and technique that has traditionally been established by law, but that does not meet the specific demands of mediation. The proposal is to institute the construction of the mediator's role in the field of communication, to experience in practice the benefits offered by the communicative action. Our goal is to review how the legal sciences perceive the role of mediator. Habermasians comprehend that the mediator works is to build a communicative situation; therefore the purpose is that it should be regarded as an interpreter of the conflicting parties. Elected as corpus three foreign models, the North American, Italian and Argentinian, to deconstruct them in order to understand its structures and treat critically its constituent aspects. The mediator´s is the dialogue´s leading figure, using an explanatory speech to clarify the points that are causing the conflict. He does not aim to solve the conflict, but it is willing to provide the mediated sides another chance to talk. Since the bridge between theory and praxis is established with the help of Eric Landowski´s semiotic regimes of interaction. Studies of the French semiotician and sociologist indicate that mediation relies on the human ability to aesthesia, the actant´s ability to perceive each other, for both to engaee each other in a collaborative construction. The conflict, with the contribution of Axel Honneth has revealed something to social own latent social interaction. Therefore it is needed to address the risks inherent in mediation. This exercise is done under three perspectives: the risks from the perspective of relationship, the mediator himself and the mediated. The research consists of three stages: in the first chapter, we treat the mediation under the historical and rational aspects, in parallel with the theory of modernity; in the second, we treat the theory of communicative action and the concept of access to justice; in the third, we rethink the role of mediator
Esta pesquisa examina o papel do mediador de conflitos à luz da Teoria do agir comunicativo de Habermas. Este tema ganhou repercussão com o movimento de acesso à justiça no Brasil. O direito muito bem estruturado pelas leis, pela teoria e por uma práxis procedimentalmente estabelecida acolheu a mediação. Porém, esta é uma prática que foge das formalidades do contexto jurídico. O ensejo para esta pesquisa é a complexa tarefa de conduzir um diálogo para transformar uma situação conflituosa sem o respaldo do poder coercitivo e decisório de uma sentença. Esta iniciativa urge para os pesquisadores e para os militantes da mediação em face da necessidade de adequações da forma instrumental e técnica que tradicionalmente foi estabelecida pelo direito, mas que não atende às demandas específicas da mediação. A proposta de fundar a construção do papel do mediador no campo da comunicação é experimentar na prática os benefícios propostos pelo agir comunicativo. Nosso objetivo é rever o modo como as ciências jurídicas percebem a função do mediador. Sob uma compreensão habermasiana, o mediador age para construir uma situação comunicativa; assim, propomos que ele deva ser considerado um intérprete dos mediados. Elegemos como corpus três modelos estrangeiros, o norte-americano, o italiano e o argentino, para desconstrui-los de modo a compreender suas estruturas e tratar criticamente seus aspectos constitutivos. Ao mediador, cabe protagonizar um diálogo, usando um discurso explicativo que esclareça os pontos conflituosos. Ele não objetiva solucionar o conflito, ele se dispõe a propiciar aos mediados uma nova chance de conversa. A ponte entre a teoria e a práxis é estabelecida com a ajuda dos regimes semióticos de interação de Eric Landowski. Os estudos do francês sinalizam que mediar depende da habilidade humana de estesia, a capacidade de perceber-se no outro actante, de envolver-se mutuamente em uma construção colaborativa. O conflito, com o aporte de Axel Honneth revela-se como algo latente à própria interação social; portanto, é preciso tratar dos riscos inerentes à mediação. Esse exercício é feito por três perspectivas: os riscos sob o ângulo da relação estabelecida, do próprio mediador e dos mediados. A pesquisa é composta por três etapas: no primeiro capítulo, tratamos da mediação sob os aspectos históricos e racionais, em paralelo com a teoria da modernidade; no segundo, tratamos da teoria da ação comunicativa e do conceito de acesso à justiça; no terceiro, repensamos o papel do mediador
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Chapani, Daisi Teresinha. "Políticas públicas e história de formação de professores de ciências: uma análise a partir da teoria social de Habermas /." Bauru : [s.n.], 2010. http://hdl.handle.net/11449/102035.
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Orientador: Lizete Maria Orquiza de CarvalhoBanca: Eldon Henrique Mühl
Banca: Luciana Maria Lunardi Campos
Banca: Alberto Villani
Banca: Ana Maria de Andrade Caldeira
Resumo: O propósito deste trabalho é discutir as políticas de formação docente, especialmente aquelas que se relacionam mais diretamente aos professores de Ciências da região de Jequié, Bahia, a partir das seguintes questões: como se entrelaçam as políticas públicas de formação docente e as histórias formativas de professores de Ciências que ali vivem e trabalham? Como são construídas as políticas de formação e qual o papel dos professores neste contexto? Como é possível uma formação emancipatória que considere os professores sujeitos capazes de participar ativamente da vida política, inclusive no que concerne à sua formação? Para tanto, serve-se da teoria social de Habermas como principal referencial teórico-metodológico. Os dados foram constituídos por meio de levantamento bibliográfico (legislação, documentos e estudos acadêmicos) e de campo (histórias de formação, obtidas por meio de entrevistas semiestruturadas realizadas com quinze professores de Ciências). A apresentação e a discussão dos dados ocorreram em três momentos: i) numa ótica mais ampla, com a apresentação das ações estatais relativas ao assunto nos níveis nacional e estadual; ii) numa focalização mais precisa, no entrelaçamento das histórias de formação dos docentes entrevistados com as ações estatais correspondentes, enfatizando as ações de nível local e iii) transpassando esses dois enfoques, uma análise mais aprofundada da construção das políticas de formação docente a partir dos conceitos de sistema, mundo da vida e esfera pública. Como resultado, obteve-se um quadro geral das políticas de formação docente nas últimas décadas, o enredamento destas políticas com as histórias pessoais dos entrevistados, bem como uma análise interpretativa de como os docentes têm participado da construção das políticas referentes à sua própria formação e de como... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The purpose of this study is to discuss the teacher training policies - especially those related to the Science teachers from Jequié City, state of Bahia, Brazil - from the following questions: how do the teacher training public policies and the personal educational history of the Science, teachers who live and work in the city entangle? How are training policies built and how are teachers contextualized in this process? How possible can be an emancipative training which sees teachers as individuals capable of participating actively in politics, including in issues concerning their own training? For this purpose, the Haberma's social theory is employed as the leading theoretical and methodological benchmark. The data were formed by means of bibliographical survey (legislation, documents and academic studies) and field survey (training history, obtained from semistructured interviews performed with 15 Science teachers). The data presentation and discussion had three different aspects: i) a broader view, showing the state actions related to the topic, at national and state levels; ii) a more precise focus, the interweaving of the training of the teachers interviewed with the corresponding state actions - with emphasis on local actions and iii) beyond these two aspects, a deeper analysis on the construction of the teacher training policies from the concepts of "system", "lifeworld" and "public sphere". As a result, a general view of the teacher training policies over the last decades was achieved, as well as the interweaving of these policies with the personal history of the interviewees and an interpretative analysis on how the teachers have been participating in the construction of these policies, concerning their own training - and how such policies could be implemented more democratically. It is understood that the training - based on the instrumental rationality of the Science teachers... (Complete abstract click electronic access below)
Doutor
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Chapani, Daisi Teresinha [UNESP]. "Políticas públicas e história de formação de professores de ciências: uma análise a partir da teoria social de Habermas." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/102035.
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chapani_dt_dr_bauru.pdf: 1989336 bytes, checksum: 24645eb41d5b97e4d51ac434d6a6995b (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Universidade Estadual do Sudoeste da Bahia
O propósito deste trabalho é discutir as políticas de formação docente, especialmente aquelas que se relacionam mais diretamente aos professores de Ciências da região de Jequié, Bahia, a partir das seguintes questões: como se entrelaçam as políticas públicas de formação docente e as histórias formativas de professores de Ciências que ali vivem e trabalham? Como são construídas as políticas de formação e qual o papel dos professores neste contexto? Como é possível uma formação emancipatória que considere os professores sujeitos capazes de participar ativamente da vida política, inclusive no que concerne à sua formação? Para tanto, serve-se da teoria social de Habermas como principal referencial teórico-metodológico. Os dados foram constituídos por meio de levantamento bibliográfico (legislação, documentos e estudos acadêmicos) e de campo (histórias de formação, obtidas por meio de entrevistas semiestruturadas realizadas com quinze professores de Ciências). A apresentação e a discussão dos dados ocorreram em três momentos: i) numa ótica mais ampla, com a apresentação das ações estatais relativas ao assunto nos níveis nacional e estadual; ii) numa focalização mais precisa, no entrelaçamento das histórias de formação dos docentes entrevistados com as ações estatais correspondentes, enfatizando as ações de nível local e iii) transpassando esses dois enfoques, uma análise mais aprofundada da construção das políticas de formação docente a partir dos conceitos de sistema, mundo da vida e esfera pública. Como resultado, obteve-se um quadro geral das políticas de formação docente nas últimas décadas, o enredamento destas políticas com as histórias pessoais dos entrevistados, bem como uma análise interpretativa de como os docentes têm participado da construção das políticas referentes à sua própria formação e de como...
The purpose of this study is to discuss the teacher training policies - especially those related to the Science teachers from Jequié City, state of Bahia, Brazil - from the following questions: how do the teacher training public policies and the personal educational history of the Science, teachers who live and work in the city entangle? How are training policies built and how are teachers contextualized in this process? How possible can be an emancipative training which sees teachers as individuals capable of participating actively in politics, including in issues concerning their own training? For this purpose, the Haberma's social theory is employed as the leading theoretical and methodological benchmark. The data were formed by means of bibliographical survey (legislation, documents and academic studies) and field survey (training history, obtained from semistructured interviews performed with 15 Science teachers). The data presentation and discussion had three different aspects: i) a broader view, showing the state actions related to the topic, at national and state levels; ii) a more precise focus, the interweaving of the training of the teachers interviewed with the corresponding state actions - with emphasis on local actions and iii) beyond these two aspects, a deeper analysis on the construction of the teacher training policies from the concepts of system, lifeworld and public sphere. As a result, a general view of the teacher training policies over the last decades was achieved, as well as the interweaving of these policies with the personal history of the interviewees and an interpretative analysis on how the teachers have been participating in the construction of these policies, concerning their own training - and how such policies could be implemented more democratically. It is understood that the training - based on the instrumental rationality of the Science teachers... (Complete abstract click electronic access below)
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Kivelä, A. (Ari). "Subjektifilosofiasta pedagogisen toiminnan teoriaan." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514273052.
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Abstract This study examines the paradigm shift from philosophy of subject to the philosophy of intersubjectivity. Modern pedagogic thought is deeply rooted in the philosophy of subjectivity. Its point of departure is the concept of the autonomous subject capable to form and define him-/herself and the world of his/hers. This line of thought is the main conceptual framework of theory of formation (Bildung) tradition. Theory of education (Erziehung) has been built upon a presupposition, that educational influence makes human being able to use reason potential to every human being and thus to realize the process of formation. Pedagogical thought of Immanuel Kant is the most prominent example of modern pedagogical thought. Kant argues that human becomes human through education. Education should force human to the autonomous use of reason. However, the concept of educational influence is in contradiction to the kantian idea of human freedom and autonomy. Despite of educational heteronomy should educatee be recognized as an autonomous subject. This basic problem of the modern theory of education is called pedagogical paradox. Helmut Peukert and Jan Masschelein have tried to find option fort the philosophy of subjectivity and thus the way out from the pedagogical paradox. This can be done by the shift from the philosophy of subject to the philosophy of intersubjectivity. According to Habermas, philosophy and human sciences must abadon the idea of autonomous subject and intersubjectivity must be taken as the basic concept of the theoretical reflection. Intersubjectivity must be seen as basis for the human existence. Thus pedagogical action is seen as communicative action. Peukert and Masschelein have not taken in account the critics against Habermas' and Tugendhat's project. Dieter Henrich and Manfred Frank argue intersubjectivity cant take priority against subjectivity or vice versa. Subjectivity and intersubjectivity have the same origin in human existence. Human beining must be seen as subject and person. The author attempt to reconstruct this line of thought by the conceptual analysis of Johann Gottlieb Fichte's philosophy. This opens possibilities for the educational understanding of Henrich's philosophy and his programmatic theory of subjectivity and intersubjectivityTiivistelmä Työssä tarkastellaan subjektifilosofian ja intersubjektiivisuusteorian välistä suhdetta. Moderni pedagoginen ajattelu nousee subjektifilosofisesta perinteestä. Sen sivistysteoreettisena lähtökohtana on ollut ajatus itseään ja omaa maailmaansa määrittävästä autonomisesta ja itsetoiminnallisesta subjektista, joka kykenee käyttämään omaa järkeään. Kasvatusteoreettisen refleksion kohteena on puolestaan ollut kysymys siitä, kuinka kasvatuksellisen vaikuttamisen avulla on mahdollista tuottaa tai saada aikaan autonomisen subjektin kehittyminen. Immanuel Kantin pedagoginen ajattelu on esimerkki modernista pedagogisesta ajattelutavasta ja sen ongelmista. Kantin mukaan ihminen tulee ihmiseksi kasvatuksen kautta. Kasvatuksen tehtävänä on mahdollistaa, että ihminen oppii käyttämään ihmiselle ominaista potentiaalista järkeä itsenäisesti. Tämä edellyttää kuitenkin ulkoista kasvatuksellista pakkoa, joka on ristiriidassa Kantin ja koko modernin filosofian kannalta keskeisen itseä määrittelevän vapaan subjektiviteetin periaatteen kanssa. Hän kiteytti modernin pedagogiikan dilemman kysymykseen "kuinka kultivoida vapautta pakolla". Kasvatuksellinen pakko on välttämätön järjen autonomisen järjenkäytön empiirisen kehittymisen kannalta. Pakosta huolimatta kasvava on kuitenkin tunnustettava alusta saakka vapaana olentona. Tätä argumentaatiomallia ja sen myöhempiä variantteja on nimitetty pedagogiseksi paradoksiksi. Erityisesti saksalaisella kielialueella on etsitty vaihtoehtoja subjektifilosofiselle paradigmalle. Helmut Peukert ja Jan Masschelein ovat pyrkineet osoittamaan, kuinka pedagoginen paradoksi on ratkaistavissa siirtymällä subjektifilosofisesta paradigmasta intersubjektivistiseen ajattelutapaan. He nojautuvat vahvasti Jürgen Habermasin ohjelmalliseen näkemykseen, jonka mukaan subjektifilosofian umpikujat ja ongelmat siirtyvät pois päiväjärjestyksestä, mikäli filosofiassa ja laajemmin myös ihmistieteissä luovutaan autonomisen itseriittoisen subjektin ensisijaisuuden periaatteesta ja korvataan se oletuksella kielellisen intersubjektiviteetin ensisijaisuudesta subjektiviteettiin nähden. Kasvatustieteessä tämä merkitsee pedagogisen toiminnan samaistamista kommunikatiiviseen toimintaan. Kasvatustieteellisessä keskustelussa ei ole kuitenkaan otettu huomioon intersubjektivistista käännettä kohtaan esitettyä kritiikkiä. Dieter Henrich ja Manfred Frank ovat filosofian alueella kritisoineet Habermasia ja tämän ajatteluun vaikuttanutta Ernst Tugendhatia siitä, ettei intersubjektivistinen käänne ole aivan yksinkertaisesti toteutettavissa. Näin siksi, ettei ainakaan käsiteanalyyttisen tarkastelun tasolla ole mahdollista osoittaa, kuinka subjektiviteetti olisi kielellisen intersubjektiviteetin johdannainen. Henrich onkin esittänyt, että subjektiviteetti ja intersubjektiviteetti ovat yhtä alkuperäisiä ilmiöitä. Tästä seuraa, että konkreettista yksilöä on tarkasteltava sekä subjektina että persoonana. Henrichin ohjelmallista näkemystä on mahdollista eksplikoida Johann Gottlieb Fichten interpersoonallisuusteorian ja subjektiteorian avulla. Fichten ajattelu avaa myös mahdollisuuden kasvatus- ja sivistysteoreettiselle tarkastelulle, joka ei palauta pedagogista toimintaa palauteta joko subjektifilosofiseen tai intersubjektivistiseen paradigmaan. Fichten kasvatus- ja sivistysteoreettisten implikaatioiden avulla on siten mahdollista avata tietä Henrichin subjektiteoreettisten näkemysten kasvatus- ja sivistysfilosofiselle reseptiolle
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Atif, Muhammad. "A communicative approach to responsability discourse in business : from societal to corporate and individual levels." Phd thesis, Université Paris Dauphine - Paris IX, 2013. http://tel.archives-ouvertes.fr/tel-00933363.
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I position my doctoral thesis in the broad field of organization science; it stands within the domains of business ethics, sustainability, and corporate responsibility. I appreciate the emergence of a globalized world whereby countries, people, and businesses are connected to each other through economic, political, social, and technological ties. The globalized economies and societies pose complex and multifaceted challenges. To cope with these challenges, businesses will have to assume newer responsibilities and roles. These responsibilities originate from the evolving societal expectations about businesses and their duties. Hence social discourse on business responsibility should highlight the emerging societal expectations. Further, within businesses, the responsibility discourse should give an insight to the reaction of businesses to these emerging responsibilities. And, finally these discourses should affect the consumers' cognitive development, and consequently impact their attitudes and behaviors. The challenges of sustainability and corporate responsibility are complex, conflicting and at times contradictory. It is imperative to bank on our ability to communicate, to discuss and to co-create universally applicable rules. Therefore I adopt a discursive approach in my thesis, and use Habermas' theory of communicative action (1981) as an overarching theoretical framework. The thesis contains three research studies, each focusing on one aspect of responsibility, thus covering the three levels of responsibility discourse: societal, corporate and individual. The first article presents a thematic analysis of the business responsibility discourse in popular CSR and sustainability books. Content analyses is used to elicit the apparent and latent responsibility themes of the sample books. The second article focuses on the patterns of social disclosure among large French corporations. The responsibility discourse is analyzed through content analyses of the annual reports of CAC-40 companies. The last article is aimed to comprehend the adoption of ethically conscious behaviors by the consumers. The article first presents a quantitative model of consumers' ethical decision making and then validates it empirically by structural equation modeling.
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Munhão, Eder Eugênio. "Conformidade de laudos periciais elaborados por peritos contábeis da comarca de Tangará da Serra, MT." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3017.
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Este estudo objetivou examinar a conformidade de laudos periciais elaborados por peritos contábeis da Comarca de Tangará da Serra, MT. Trata-se de uma pesquisa aplicada, na medida em que foi desenvolvida para responder um problema específico, tendo abordagem quali-quantitativa, pois a resposta ao problema deu-se por meios quantitativos e com análises qualitativas. Quanto ao objetivo a pesquisa se enquadra como descritiva, já que os dados obtidos foram objeto de análise descritiva no capítulo destinado à análise; e documental, pois foram utilizados laudos periciais e sentenças exaradas por juízes em relação a uma amostra de processos compreendidos no período de 2006 a 2010. Os dados obtidos permitiram considerar que a atuação dos peritos foi adequada, na medida em que estes se pautaram nos preceitos normativos para a confecção de seus laudos; que a utilização dos laudos pelos juízes foi muito satisfatória, servindo de base para estes fundamentarem suas decisões; e que foi possível perceber proximidade entre a perícia contábil e a teoria de ação comunicativa de Habermas, já que a perícia é uma ferramenta que age socialmente para esclarecer e oferecer fundamentos técnicos na solução de litígios.
This study aimed to assess the compliance of forensic reports prepared by accounting experts of the judicial district of Tangará da Serra, MT. It was used an applied research methodology, once it has been developed to address a specific problem, and a quali-quantitative approach, once the answer to the problem was found by quantitative and qualitative means analysis. Regarding the research objective, it qualifies as descriptive, once the obtained data were subject to descriptive analysis in the chapter regarding the analysis; and documentary, once it was used forensic reports and sentences by judges from a sample of cases within a period from 2006 to 2010. The obtained data showed that the experts work was adequate, once they have made their reports based on normative precepts; the use of their reports by the judges was very satisfactory, providing the basis for their decisions; and it was possible to see the closeness between forensic accounting and the theory of communicative action of Habermas, once the forensic report is a tool that socially acts to clarify and provide technical basis for resolving disputes.
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Pentarchou, Konstantina. "Web 2.0 tools integration in Online Public AccessCatalogue (OPAC) : users desires and motivation." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36326.
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This research aimed to investigate the desires of the users of the Greek public Library on Gender and Equality (LGE) about a future Online Public Access Catalogue (OPAC) containing Web2.0 functionalities. The concepts of participation, information pluralism and community building in relation with Web 2.0 tools in libraries’ catalogues were introduced under the theoretical approach provided by Social Critical Theory of Jürgen Habermas. Aqualitative research based on semi-structured interviews with users of the LGE wasconducted and the collected data that were analysed with the thematic analysis method,revealed positive users’ impressions regarding the introduction of Web 2.0 tools in theLGE’s OPAC. The research also disclosed users’ desires and suggestions regarding specific Web 2.0 features and their common motivation to participate and contribute to be the opportunity of communicating with like-minded people.
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Curci-Wallis, Annabell. "How Facebook Comments Reflect Certain Characteristics Of Islamophobia: A Critical Discourse Analysis." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384591.
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This study is a contribution to the limited knowledge of how different types of media content (about Muslims and extremism) posted and shared on Facebook might influence corresponding user comments. Through analyzing the discourse of user comments this study aims to identify how comments might reflect certain characteristics of Islamophobia, and to which themes in Facebook posts commentators relate to the most. The linguistic analysis is guided by the use of critical discourse analysis. For the purpose of this study, three different types of articles/video and the corresponding comments are analyzed. Two of the articles/video that I will analyze are from unreliable media sources, and one of the articles is from a credible media source. The linguistic analysis showed that the majority of commentators expressed that they believe the claims made in the articles/video about Muslims and extremism are true. The discourse analysis further showed, the majority of articles/video and the majority of the analyzed corresponding comments reflected the [in the study] defined characteristics of Islamophobia. My findings confirmed similar studies done in the past.
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Her, Ming-Fen, and 何明芬. "Performing Jurgen Habermas''s Theory of Communicative action to Develope the Proto-model of Study Circle''s dialogue." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/53773894021761567884.
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碩士國立嘉義大學
國民教育研究所
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The purpose of this research was to investigate the relationship between Jurgen Habermas''s theory of communicative action and the communicative model of study circle’s dialogue, perform his theory to develop proto-model of study circle''s dialogue, and then discuss the contributions and prohibitions of performing the theory on study circle''s dialogue. Two study circles which could present the study circles in Taiwan were incited to participate in the research. Hans-Georg Gadamar''s philosophical hermeneutics and hermeneutic circle were used as the model of qualitative method to analyze the data collected by observational method, interview, and document analysis. The discoveries of this research are the followings： 1.the relationship between the theory of communicative action and study circle''s dialogue In the organization, both emphasize communicate in free, equal and ideal speech situation; the theory of communicative action provides the communicative concepts, but study circles are systematic and concrete organizations. In the execution, both are on the basis of life-worlds; the former provides concepts, but the latter construct principles. In the aim, both are looking for understanding and rational consensus; the former puts more explanation on communicative rationality for building rational consensus, but the latter broaden life-worlds in the speech situation of corporative dialogue. 2.The proto-model of study circle''s dialogue Study circle''s dialogue is constructed of five modules（life-worlds, the participation of group, the meaning system of linguistic symbol, intersubjectivity and consensus） and two forces（throwing in divergent opinions and pursuing after others approval and self- identification）. In the execution, it is rounded by life-worlds module, recommend participants'' divergent opinions, and use the meaning system of linguistic symbol to induce the participants'' life-worlds. In chase of others approval and self-identification, participants interchanging himself life-words with others'', in the influence of time, produce the expanding of life-worlds, and form rational consensus. 3.the contributions and prohibitions of performing the theory on study circle''s dialogue Theory of communicative action provides the modules of life-worlds and consensus, and helps construct the modules of the participation of group, the meaning system of linguistic symbol, and intersubjectivity. But, the theory has no organization, the communication of letters, the share of emotion, the motive forces, consideration of time, consideration of plurality and consensus existing on the same time, and the differences among consensus of information, emotion and behaviors are its prohibitions. In short, the theory of communicative action provides study circles the principles and theory of dialogue; study circles can be used as the organization of the theory. So, Jurgen Habermas''s ideal model of communication can come true.
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Chen, Long Sen, and 陳龍森. "The Study of Habermas'' Communicative Action Theory." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/52189177565026520781.
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Shu-Chen, Tsai, and 蔡淑媜. "Applying Habermas’ Theory of Communicative action to Parent-Teacher Communication in Mathematics Education." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/fhq5zc.
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碩士國立台北師範學院
數學暨資訊教育學系(含數學教育碩士班)
93
Applying Habermas’ Theory of Communicative action to Parent-Teacher Communication in Mathematics Education Shu-Chen Tsai Abstract There are so much dispute in the reformation of mathematics education, the coverage of mass media has a great impact on public opinion, that causes parents to bring up questions toward mathematics education.The attempt of this research is to put Habermas’ theory of communicative action in use, developing the model of parent-teacher communication in mathematics education to establish consensus. Data reported in this research were collected by the discourse between researcher and three parents of the first-grade during six months,operating in coordination with questionnaire,mathematics journals.One of the goals of the research is applying four validity claims to test the contents of the communication ,and through this model to observe what impact will have on parents and teachers. The research findings are as follows: 1.The meaning and contribution of applying Habermas’ theory of communicative action to develop the model of parent-teacher communication in mathematics education: (1)Ideal speech situation emphasizes parents and teachers as equal status in the process of communication. (2)Validity claims are to test the validity of contents of communication. (3)To build up consensus in mathematics education between parents and teachers through argument and reflection. 2.The changes of parents and teachers: (1) The changes of parents a. The change of mathematical belief. b. The clarification of the mathematical concepts. c. The amendment of the mathematical instruction method. d. he adjustment of the mathematical instruction attitude. e.To build up the confidence of mathematical instruction. f.To raise participation in classroom activities. (2)The changes of teacher a. To adjust mathematical instruction. b. To teach students in accordance with their aptitude. c. To perceive the importance that parents and teachers can learn from each other. 3.The limits of applying Habermas’ theory of communicative action to parent-teacher communication in mathematics education. (1)It is hard to apply the communicative action model to all the parents at the same time. (2)The sincereity of contents of discourse is hard to be tested. (3) Insufficient mathematics knowledge of some parents results in a dilemma causes unequal problems between the role of parents and teachers in the process of communication.
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CHEN, JO-I., and 陳若懿. "A Review on DFSH’s Special Education Teamwork: In View of Habermas’ Theory of Communicative Action." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19935028901556620584.
Full textAbstract:
碩士輔仁大學
宗教學系碩士在職專班
102
The main purpose of the research is to view the special education teamwork in Dang Fang Senior High School. Some concepts from Habermas’ communication action, including ‘interest’, ‘rationalization’ , ‘validity claims’ and ‘ideal speech situation’ are important topics mentioned in the research. Habermas’ theory always emphasizes the communication between different groups in modern society. It is also important for the researcher to observe and analyze the diverse communicative contents of the talk or the conversation or any kind of interaction made by different roles , like teachers, administrators of the special education, parents, and therapists. The research will view the special education team work from four angles : SWOT, the abbreviations for strength, weakness, opportunity and threat. The problems in the team appear at the same time. Habermas’ concepts, ‘interest’, ‘rationalization’ , ‘validity claims’ and ‘ideal speech situation’ , may account for the problems showing above. The research does not focus on the behaviors of the special students , but on the interactions between teachers and other members in the team while they were solving the serious students problems. Some suggestions are made to the team at the end of the research.
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Myskiw, Jarett. "At the horizons of modernity: religion, society, and communication in Jürgen Habermas' The Theory of Communicative Action." 2011. http://hdl.handle.net/1993/5001.
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This thesis argues that a theory of religion can be constructed upon a close reading of Jürgen Habermas' The Theory of Communicative Action. While influential in many diverse fields of scholarly research, Habermas' thought has been relatively neglected in the area of religion, especially around the time of the above publication. I address this gap in research by (a) considering Habermas' main arguments in terms of rationality, society, and communication, (b) tying these to his engagements with the work of Max Weber and Émile Durkheim, then (c) formulating a Habermasian theory of religion, before finally (d) offering both a critique and suggestions for future research.
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Chih-Hsien, Lee, and 李智賢. "Applying the Theory of Communicative Action by Habermas to the Practice Strategy of Elementary School Organization Reengineering." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71532200400837168335.
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碩士國立臺北教育大學
教育政策與管理研究所
94
The purpose of this study was to investigate current consciousness of elementary educators toward organization communication mode and practice strategy of school organization reengineering and to analyze the difficulties and solving strategies that possibly faced by the educators when practicing school organization reengineering. The investigation was based on literary analysis and questionnaire survey. Organization communication mode was inducted through literary analysis—”conversation situations”, “communicative competence”, “rational discussion”, “reflecting and judging”, “strategical action”, and practice strategies for school organization reengineering—“educational communication strategy”, “information integrating strategy”, “rational judging strategy”, “motivating strategy”, “goal setting strategy”, “situation setting strategy” that are beneficial and applicable to school reform. A conscious questionnaire was designed and the statistic analysis was carried out through questionnaire survey. Through stratified random sampling, the subjects of 900 people, including principals, administration staffs and teachers from 60 public elementary schools in Taipei County were selected. Questionnaire were administered to the selected subjects among returned questionnaires, 663 were valid, with a 73.67% valid percentage. The data obtained by questionnaire was analyzed by descriptive statistics, Pearson correlation analysis, one-way ANOVA, MANOVA and multiple enter regression, at α=.05 significant level. The study conclusions are as follows: 1.The whole and different dimensions of conscious organization communication mode of elementary educators were rated “high” in performance. To organization communication mode, “conversation situation” has the highest conscious; “reflecting and judging” has the lowest conscious. 2.Among personal variants and school situation variants, it showed significant difference on the whole of organization communication mode, whereas on the conscious of individual content, “gender, school history, organization reengineering or not” showed less significant difference. 3.The whole and different dimensions of conscious of elementary educators on practice strategy of school reengineering showed “high” performance. To the current situation of practice strategy for school reengineering, “goal setting strategy” has the highest conscious; “situation setting strategy” has the lowest conscious. 4.Among personal variants and school situation variants, “gender, age, highest education, seniority, current position, school scale, school location” showed significant difference on the whole practice strategy of school organization reengineering; whereas “school history, organization reengineering or not” showed less significant difference. 5.Conscious organization communication mode of elementary educators show affirmative relations to practice strategy of school organization reengineering (r=.810). 6.Conscious organization communication mode of elementary educators was rated mid high level toward the whole and different dimensions of practice strategy of school organization reengineering (with collective projective rate of 68.5%), particularly “strategical action” (with projective rate of 32.18%). It is the main prediction force. Recommendations for theoretical and practical implications are presented in the final report based on the above findings. 1.Suggestions to education administrations: （1）School organization reengineering should not focus only on the adjustment of structural hierarchy, but also on organization culture; and should be planned with the organization as a whole. （2）The training of the reserves of principals should focus on communication and negotiation skills to adapt to the needs for future reform. （3）Mid-size school is the ideal school design for the communication mode and the execution of practice strategy for organization reengineering. The size of schools should be adjusted. （4）Provide venues for advance in study and encourage educators to participate in professional certification to elevate professional capacity and to ensure the quality of the education. （5）Plan on the try out of Teacher Appraisal and Teacher Grading to promote professional growth of the teachers. （6）Take the initiative to subsidize aged schools for new information technology equipments to eliminate digital gap. （7）Perform case study on those schools that experimenting organizing reengineering and evaluate the effectiveness of practicing to obtain the optimal reform effectiveness. 2.Suggestions to school administrations: （1）Provide female educators opportunities to participate in school administration. Set up rotation systems for administration duties in school. （2）The school should build up ideal communication situations and start with purposeful negotiation strategy in order to adapt to the needs for school colleagues to participate in school administration. （3）Set up guiding system for new teachers by utilizing senior teachers’ hands-on experience for building school culture. （4）Encourage administration and teachers to participate in professional development to elevate personal ability in rational thoughts, reflecting and judging, and team communication. （5）The deeper the root of school culture is, the riper the rational discursive atmosphere will be in the school. （6）Inviting senior teachers to be administrative staffs will expand the influence of teaching and education reform. （7）Set up a complete school system and practice strategical action of school organization reengineering are helpful in carrying out practice strategy for school organization reengineering. 3.Suggestions to related future studies: （1）In the scope of study range, samples from private schools and schools in other counties can be included. （2）In the scope of study subjects, opinions from parents and other identities can be collected. （3）In the scope of study tools, evaluation items can be added or deleted according to the needs for actual study. （4）In the scope of study methods, both descriptive and quantitative methods can be adapted to live interviews.
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Chiang, Chih-Kang, and 江志康. "Visible and invisible:The Practice of Documentary Photography according to the Theory of Communicative Action by Jürgen Habermas." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/z4k55f.
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碩士國立臺南藝術大學
音像管理研究所
97
Based on the Theory of Communicative Action by Jürgen Habermas, this thesis proposes the idea of communicative intersubjective plurality instead of single subjectivity as a way of image practice and reflection in Documentary photography. Trying to combine the images captured during the past six years, the author not only construct and deconstruct Documentary photography but also explore the alternative possibility of image communication and image context establishment from the perspective of cultural theory. While photographing, the photographers always neglect the subjective enlightenment of the photographed objects. By the creation of diverse recording content and style according to the dynamic communicative rationality of Jürgen Habermas through the interaction of subjects in our daily lives, Documentary photography is highly nurtured. According to past research, “participation” focused mainly on the assistance of the photographed objects not on their true participation in the research. Therein, the objects are always passive not active. Overemphasized on the photographers themselves, past practice will generally lead the photographers not only to the bottleneck of creation but also stress. With the combination of subjective interpretation and objective presentation, Documentary photography is already a breakthrough against Idealism and materialism. This thesis tries to promote dialog and dialectic among Documentary photography and image context as well as the discourse of Jürgen Habermas of“persistence of critical perspective”, “emphasis on rational methodology”, “advocacy of interactive communication in discourse” and“insistence on social practice”.
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CHIEN, HAO-WEN, and 簡晧雯. "Investigate the Influence of the Habermas’ theory of Communicative Action to the Teaching Belief and Teaching Practice." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/uc7nwf.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
94
Abstract In this mathematics education reforming age, there are widespread involved factors concerned with the success of the educational reformation. In addition to the objective innovation of the basic program, there is a need to have the identification and the coordination of the forefront of education – teachers. One of the reasons that the results of the present reformation is not as expected is because the internal aspiration of teachers has not been arisen. Therefore, how to stimulate the teachers to reflect and change their teaching belief and teaching practice or to make the teaching belief consistent with the teaching practice will become today’s important topic. For this reason, this research will conduct the communication between the teachers and the senior teachers by using the Habermas’ theory of Communicative Action. Hopefully this communication could make the two conversational principals found the common consensus of the mathematics education, moreover, to influence the mathematics teaching belief and the teaching practice of the senior teacher. This study was conducted by a researcher and a senior teacher took use of the mathematics educational communication and discussion for six months, including twelve communicative dialogues and six teaching observations. The content of the communication for dialogues includes reading and sharing the documents of mathematics education, the teaching study and discussion of the teaching demonstration video, and the talking of senior teacher’s personal teaching study video. Besides, the four validity claims of the Habermas’theory of Communicative Action are applied to survey and analyze the content of communication, and further, it investigated the influence of this communication process to the teaching conviction and teaching practice of senior teachers. The observations of this study are: 1.The application of the Habermas’ theory of Communicative Action for the teaching communication between teachers. （1）Creating an ideal situation could provide reciprocity between the researcher and the case studies senior teachers. （2）The substance of validity claim could review the communication process between the teachers and then form the effective communications for dialogue. （3）Build the common consensus of communication between the teachers through debate and introspection. 2.The influence of the Habermas’ theory of Communicative Action to teaching belief and teaching practice of the case studies senior teachers. （1）The Habermas’ theory of Communicative Action facilitates the change of teaching belief of the case studies senior teacher. The biggest difference is the point of view of the case studies senior teachers to students; moreover, while making the decision of the teaching, the students’ misconception will begin to be considered. （2）The Habermas’ theory of Communicative Action facilitates the changes of the mathematics teaching practice of case studies senior teachers and makes the case studies senior teachers pay attention to the students’ awareness and their thoughts. Meanwhile, it is critical to the comment senses of character questions in the method of mathematics teaching. It makes case studies senior teachers teaching method change from teacher-centered” inclination at first to the “student-centered” teaching method. Key word: Habermas’ theory of Communicative Action, validity claim, mathematics teaching belief, mathematics teaching practice.
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Barrett, Audrey Laurel. "The Works of Jürgen Habermas: A Tool for Further Understanding the Theory and Practice of Restorative Justice." 2011. http://hdl.handle.net/10222/14385.
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The theory of restorative justice has always lagged behind practice. As such, gaps in
theory have existed over time and continue to exist today, particularly in terms of
explaining “the magic” that occurs within the encounter process. By exploring the
theories of Jürgen Habermas, it is suggested that new frameworks can be developed that
can help theorists think about, and explain the experiences and outcomes central to
restorative processes. This paper focuses on Habermas’ theory of universal pragmatics
and communicative action as a means to better understand the mechanisms within the
encounter process, and the conditions necessary, to give rise to common understanding,
agreement, learning and strengthened relationships. It then examines Habermas’ concept
of the lifeworld and the interplay with communicative action to shed light on restorative
justice’s potential for community building through norm clarification, victim and
offender reintegration and increased individual capacity.
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TienTai, Chang, and 張天泰. "What’s Wrong with Teacher-Student Communication in Taiwan?—Using Habermas’ Communicative Action Theory to Analyze Teacher-Student Conflicts in The Dangerous Mind." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/46159784529681602322.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
97
Recently in Taiwan, conflicts between teachers and students in elementary, high schools or universities have increasingly been reported in the news and have thus caused the public to be highly concerned about the issue. “The Dangerous Mind,” is a novel written by Taiwanese writer Hou Wen-yong in which he portrays teacher-student conflicts based on his life experiences and his observations about educational problems in Taiwan. This novel was made into a TV drama and drew a lot of public attention and discussion. This thesis attempts to use J. Habermas’ Communicative Action Theory to analyze The Dangerous Mind, including both the text of the original novel and the transcribed texts of the TV drama. Particular focus will be placed on how the concept of “validity claims” in Habermas’ theory can help us understand the problems and the causes of teacher student conflicts as presented in the novel. The author also attempts to provide suggestions regarding how teachers and students can better engage in effective communication with each other
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Chuang-chin, Chiu, and 邱創進. "The Government''s Discourse, Communication, and Practice of Establishing Maqaw National Park: A Perspective from J. Habermas'' Theory of Communicative Competence." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/61670872341802097514.
Full textAbstract:
碩士大葉大學
工業關係學系碩士班
92
The purpose of this paper is to investigate how to maximize effectiveness and minimize damage in the formulation of new government policies. The creation of national parks as part of the government’s sustainable land use policy has often created significant misunderstandings and conflicts between the government and local residents or aboriginals. Three of Taiwan’s six national parks are located in aboriginal areas in the high mountains — including Yu-Shan National Park, Taroko National Park and Shei-Pa National Park. The historical reasons behind the establishment of these national parks can be traced back to Japanese colonial times and the period of KMT rule. Around the end of 20th century, environmental organizations discovered that the Veterans Affairs Commission of the Executive Yuan and the Forestry Bureau of the Council of Agriculture still logged the precious hinoki cypress in the Chi-Lan area. In response, these environmentalists called upon the government to establish a national park to protect the hinoki. However, the local Tayal aboriginal people held a different view and wanted the government to return to them these traditional ancestral lands and further grant them the right to “self-govern.” According to Jürgen Habermas’ theory of communicative competence, communication under four validity claims may create communicative reality and then reach a consensus. To communicate and explain the policy to the Tayal aboriginals, the Interior Ministry’s Construction and Planning Agency, which supervises the National Park Administration, held numerous conferences and forums in the rural countryside. However, the two sides could not reach any consensus. The writer’s conclusion is that the government should first create a new, modern, and aboriginal-friendly system in the national park to win the trust of the aboriginal peoples, and then establish the Maqaw National Park.
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Robichaud, Arianne. "Jürgen Habermas et la théorie de l'agir communicationnel : la question de l'éducation." Thèse, 2015. http://hdl.handle.net/1866/13511.
Full textAbstract:
La Théorie de l’agir communicationnel (1981), du théoricien allemand Jürgen
Habermas, figure parmi les plus importants ouvrages de sociologie et de philosophie
sociale du XXe siècle : son caractère universaliste, visant l’élaboration d’une théorie
globale de la société occidentale moderne, en fait un écrit dont la réputation n’est plus à
faire dans une diversité de champs académiques issus des sciences sociales. Toutefois, la théorie habermassienne n’a inspiré à ce jour qu’un nombre restreint d’études portant
spécifiquement sur son articulation à l’éducation, que ce soit sur le plan de la nature de
l’activité éducative ou encore d’une caractérisation théorique de l’éducation moderne
institutionnalisée : ainsi, comment la théorie de l’agir communicationnel nous permet-elle de mieux comprendre les rouages de l’acte éducatif moderne et contemporain ainsi que l’évolution historique, politique et sociale des institutions scolaires européennes et nord-américaines? En tant que théorie de la société basée sur un renouvellement
communicationnel du concept de rationalité, de quelle façon s’inscrit-elle dans une
tradition philosophique éducative aux sources de l’école occidentale, et nous renseigne-t-elle sur les fondements de la relation pédagogique entre maîtres et élèves? En proposant une série de considérations à ce propos, cette thèse représente à la fois une étude des rapports entre la pensée philosophique et sociologique d’Habermas et l’éducation ainsi qu’une forte critique de celle-ci : en effet, la problématique centrale qui se dresse et subsiste à une articulation de la théorie habermassienne à différentes sphères éducatives demeure celle du statut de l’enfant dans un tel système rationaliste qui, malgré ses visées émancipatoires et libératrices pour l’acteur social, perpétue une négation de l’enfance propre au rationalisme de Platon à Kant. Dès lors, comment réfléchir l’éducation contemporaine à l’aune de la pensée habermassienne? Comment, finalement, penser l’éducation pour et contre Habermas?The Theory of Communicative Action (1981), by the German theorist Jürgen Habermas, is among the most important works of sociology and social philosophy of the 20th century: its universal character, which aims to develop a comprehensive theory of the Western modern society, benefits from a well-established reputation in a variety of academic fields from social sciences (philosophy, sociology, anthropology, political science, law, history, ethics, etc.). However, to date, Habermas's theory has only inspired a limited number of studies in education in terms of the nature and aims of the educational activity or the theoretical characterization of institutionalized education in Modernity : thus, how does the theory of communicative action allow us to better understand the foundations of education’s historical, social and political development in Europe and North America? As a theory of society based on a communicative reinterpretation of the concept of rationality, how does Habermas's theory, as a prolongation of the educational and philosophical traditions at the sources of the Western modern school, can inform us about the mechanisms of the pedagogical relationship between teachers and students? In proposing a series of considerations to answer these questions, this thesis is both a study of the relationship between the philosophical and sociological thought of Habermas and a strong critic of his perspective : the central issue that remains unanswered from the philosopher is the child's status in such a rationalistic system that, despite its emancipatory and liberating ideals for the social actor, perpetuates a form of denial of childhood present in the rationalist tradition from Plato to Kant. How can we then reflect on contemporary education regarding Habermas's theory? How, finally, can we conceptualize education with and against Habermas?