Academic literature on the topic 'Jürgen Habermas’s theory of communicative action'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Jürgen Habermas’s theory of communicative action.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Jürgen Habermas’s theory of communicative action"
1
Shutova, Tatyana Nikolaevna. "MYTH IN JÜRGEN HABERMAS’S THEORY OF COMMUNICATIVE ACTION." Sovremennye issledovaniya sotsialnykh problem, no. 4-2 (December 23, 2016): 142. http://dx.doi.org/10.12731/2077-1770-2016-4-2-142-150.
Full text
2
Giladi, Paul, and Danielle Petherbridge. "The Vulnerable Dynamics of Discourse." Royal Institute of Philosophy Supplement 89 (May 2021): 195–225. http://dx.doi.org/10.1017/s1358246121000151.
Full textAbstract:
AbstractIn this paper, we offer some compelling reasons to think that issues relating to vulnerability play a significant – albeit thus far underacknowledged – role in Jürgen Habermas’s notions of communicative action and discourse. We shall argue that the basic notions of discourse and communicative action presuppose a robust conception of vulnerability and that recognising vulnerability is essential for (i) making sense of the social character of knowledge, on the epistemic side of things, and for (ii) making sense of the possibility of deliberative democracy, on the political side of things. Our paper is divided into four principal sections. In Section 1, we provide a basic outline of Habermas on communicative action and discourse. In Section 2, we develop an account of vulnerability and communication in the context of speaker/hearer relations. We specifically focus on distorted communication, vulnerability and speech. In Section 3, we focus on elaborating epistemic pathologies in the context of epistemic oppression and testimonial injustice. In Section 4, we focus on explaining how Habermasian resources contribute to vulnerability theory, and how introducing vulnerability theory to Habermas broadens or deepens his theory of communication action and his discourse ethics theory.
3
Maceratini, Arianna. "Democracy and Language in Jürgen Habermas’s Discourse Theory." Studies in Logic, Grammar and Rhetoric 59, no. 1 (2019): 7–25. http://dx.doi.org/10.2478/slgr-2019-0026.
Full textAbstract:
Abstract The concept of hermeneutic science is outlined by Habermas as a reflection within the ordinary language, addressed to the dialogic dimension of intersubjective recognition and connected to the juridical guarantee. The guarantee function fulfilled by the discursive agreement towards every real dialogue is obvious: it indicates the main reference point for the regulation and coordination of social action, tracing a line of demarcation between being and having to be, facts and norms. Speech, communicative agreement and legal guarantee are mutually qualified terms where the public discussion of institutional issues makes it possible to define the normative validity as non-assimilatory generality, placed beyond any populistic yearning, tracing a line of demarcation between law and power. The idea of deliberative democracy expresses the relationship and distinction between the universalism of rights and the factuality of the norm issuing, between the idea of good and the idea of right, in order to support democratic decision-making legitimacy. Combining the reasons of the markets with those of civil solidarity, through independent forms of regulation both from the obsolete state sovereignties and from the traditional international perspectives, represents a primary challenge of the Habermasian theory where the critical role of the rational public sphere appears fundamental.
4
Rochberg-Halton, Eugene. "Jürgen Habermas's Theory of Communicative Etherealization:The Theory of Cornmunicative Action, Jiirgen Habermas." Symbolic Interaction 12, no. 2 (1989): 333–60. http://dx.doi.org/10.1525/si.1989.12.2.333.
Full text
5
Konye, Michael Nnamdi. "Which theory of communication is “political correctness”?" Journal of Education Culture and Society 7, no. 2 (2016): 53–74. http://dx.doi.org/10.15503/jecs20162.53.74.
Full textAbstract:
The paper focuses on ‟political correctness”, which has become a late 20th century catch-phrase in Western European and North American liberal democracies but also has found currency in the political climate of the Asian and Eastern countries. A historical and multi-cultural review is intended as an introduction to a broader philosophical analysis of the Marxist backgrounds of political correctness and its neo-Marxist theoretical correctives in Jürgen Habermas’s theory of communicative action. My aim is to draw out both the educational and cultural implications of laying out the ethos of contemporary discourse on the foundations of the evolving dynamics of the rhetoric of political correctness.
6
Carvalho, Diana Paula de Souza Rego Pinto, Allyne Fortes Vitor, Ana Luísa Petersen Cogo, Viviane Euzébia Pereira Santos, and Marcos Antonio Ferreira Júnior. "Theory of communicative action: a basis for the development of critical thinking." Revista Brasileira de Enfermagem 70, no. 6 (2017): 1343–46. http://dx.doi.org/10.1590/0034-7167-2016-0383.
Full textAbstract:
ABSTRACT Reflections on some assumptions of the theory of Communicative Action and the development of Critical Thinking in the context of training students in undergraduate nursing courses. The perspective is based on concepts of Jürgen Habermas, as a possibility for the development of critical thinking among the students of these courses. Communication is therefore understood as inherent in the training of nurses in a continuous, dynamic, dialogical process, with interventions that are related to the context of the students and that have meaning for them, in order to contribute to the promotion of Critical Thinking.
7
Alikberov, A. K. "Modern theories of religion viewed through the prism of the system-communication approach." Minbar. Islamic Studies 12, no. 1 (2019): 15–33. http://dx.doi.org/10.31162/2618-9569-2019-12-1-15-33.
Full textAbstract:
The article offers an analysis of the most influential modern theories of religion. The theory of secularization is associated with the classical theory of modernization. The theory of individualization of religion is associated with theories of social action, albeit indirectly. Likewise, it is connected with the theory of communicative action by Jürgen Habermas, and there is also a direct association with theories of individualization and privatization. The theory of the market model of religion is directly associated with the theory of the market for demand and supply, and the theory of post-industrial society is associated with the theory of secularization indirectly. In addition, various theories are gaining recognition. Among them is the postsecularism associated with the theory of postindustrial society, as well as postnonclassical (postmodernist and postpositivist) approach. Modern theories of religion are analysed from the point of view of the emerging system-communication approach, which is based upon the communicative approach theory by Jürgen Habermas, and the theory of self-reference social systems by Niklas Luhmann. The author suggests, while being within the framework of the neoclassical model of scientific rationality, to move away from the theories by Habermas and Luhmann. He suggests a new understanding of religious communication, in terms of its logical interconnection and interdependence with other forms of communication, primarily social, political, ethnic and cultural.
8
Ky Dong, Tran. "The theory of communicative action of Jürgen Habermas with religious issues in the public sphere." Science & Technology Development Journal - Social Sciences & Humanities 4, no. 1 (2020): First. http://dx.doi.org/10.32508/stdjssh.v4i1.536.
Full textAbstract:
The article summarizes the main arguments in J. Habermas’ theory of communicative action, identifying three functions that communicative action can perform: to be used to convey information, to establish social relationships with others, and to express one’s opinions or feelings. By analyzing the category of “communicative rationality” with religious issues in the public sphere, in relation to language, discourse ethics, it is shown that the public sphere is the environment where dialogues in all areas take place to meet the needs of citizens. (According to Habermas, Kant was the first philosophy to give to public sphere “its completed theoretical structure” in a text of political philosophy, entitled “What is Enlightenment?”).
 Religions may not directly influence politics, but still, have the function of directing in society. J. Habermas determines that religion cannot be restricted to the private sphere, but must actively participate in the public sphere, where interactions and dialogues take place, as a catalyst for the process of solidarity to exist, to bring a new life force to the world. It is the place for members of society to have conversations and engage with each other.
 The theory of communication by J. Habermas is timely contemplation with a deeply humane spirit.
9
Kimelev, Yuriy. "THE CONCEPT OF POST-METAPHYSICAL THINKING OF JüRGEN HABERMAS." Filosofiya Referativnyi Zhurnal, no. 2 (2021): 188–206. http://dx.doi.org/10.31249/rphil/2021.02.11.
Full textAbstract:
The concept of «post-metaphysical» philosophy of J. Habermas is part of his vast philosophical and sociological creativity. The core of this creativity is formed by the «theory of communicative action».
10
Plumb, Donovan. "In Defense of Norm Circles." International Journal of Adult Vocational Education and Technology 5, no. 2 (2014): 45–59. http://dx.doi.org/10.4018/ijavet.2014040104.
Full textAbstract:
According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This paper argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action does not possess an ontology that can sufficiently illuminate the ways human learning shapes and is shaped by lifeworld contexts. The emergent ontology of critical realism, the paper argues, especially as mobilized by sociologist, Dave Elder-Vass in his discussion of norm circles, provides an additional theoretical basis for enabling critical adult education to realize its fullest emancipatory potential.
Dissertations / Theses on the topic "Jürgen Habermas’s theory of communicative action"
1
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.
Full textAbstract:
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.<br>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.
2
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/.
Full textAbstract:
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.<br>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.
3
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.
Full textAbstract:
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.<br>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.
4
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/.
Full textAbstract:
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.<br>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
5
Khwaiter, Jasmin. "Bilingual Peace Education in Israel: A case study on The School for Peace at Neve Shalom/ Wahat al-Salam : The path towards peaceful behaviours and social integration among Arabs and Jews." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182030.
Full textAbstract:
This essay examined how bilingual peace education can promote peaceful behaviours and social integration among otherwise segregated Arab- Israelis and Jewish- Israelis. By using The School for Peace at Neve Shalom/ Wahat al-Salam as a case study, accompanied with Jürgen Habermas theory of communicative action and New institutionalism with a conflict critical approach, we observed the behavioural mechanisms of institutions and social interactions. The empiric data consisted of three interviews conducted by author Nava Sonnenschein from the book The Power of Dialogue between Israelis and Palestinians. The interviewed students from The School for Peace had experienced both conventional education and bilingual peace education in adulthood. We found that informal values and narratives in educational institution influence the behaviours of its students. We also found that interactions between Arab- Israelisand Jewish- Israelis in the context of bilingual peace education promoted recognition of commonalities. While conventional education generally formed hostile behaviours and segregating incitements, the bilingual peace education gave opportunities for interactions and acknowledgement of both ethnic groups; consequently, leading to self-reflection, mutual understanding, peaceful behaviours and social integration.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
Chan, Si Wai. "Using Habermas’s Theory of Communicative Action to analyze the changing nature of school education in Hong Kong (1945-2008)." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/518/.
Full textAbstract:
Based on Habermas’s theory of communicative action, a study of school education in Hong Kong was conducted, with a span more than sixty years from 1945 to 2008. It focused on how social reproduction was possible in school education, how school education was worked in general, and how school education was developed. Moreover, it employed a three-scale analysis of situational analysis and a historical analysis to analyze the above three research foci. In situational analysis, at classroom scale, a symbolic reproduction of the lifeworld of students was depicted, whereas at school scale, an uncoupling of the system from the lifeworld was seen, and finally, at regional scale, a colonization of the lifeworld by the system was concluded. Moreover, its historical development depicted a phenomenon of a colonization of the lifeworld by the system. In sum, the above, other than at classroom scale, showed mainly an undesired and distorted way of development of school education. However, educators and the public sphere strove for the desired or logic development, and resisted the undesired or dynamic one conducted by the government administration. Based on the summary and conclusions drawn from the analysis of school education in Hong Kong, the study elucidated a new and critical approach in sociology of education. This approach was set out in two dimensions. The first dimension was a three-level analysis of education, with meta-theoretical level concerned learning and teaching action as communicative action, with methodological level concerned interpretive understanding, and with empirical level concerned development of education as a process of rationalization. The second dimension was three concerns in the study of school education, with communicative rationality as the rationality problematic in inquiry, with the integration of the perspectives of action and the system, and with the logic development of education. This approach, based on the theory of communicative action, did provide a conceptual framework for a fuller picture of education, and for a pathway to further development in education.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
碩士<br>國立臺南藝術大學<br>音像管理研究所<br>97<br>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”.
Books on the topic "Jürgen Habermas’s theory of communicative action"
1
(Editor), Axel Honneth, Hans Joas (Editor), Jeremy Gaines (Translator), and Doris L. Jones (Translator), eds. Communicative Action: Essays on Jürgen Habermas's The Theory of Communicative Action (Studies in Contemporary German Social Thought). The MIT Press, 1991.
Find full text
2
Carender, Stephen. An exposition of the role of speech act theory in Jürgen Habermas's theory of communicative action. 1994.
Find full text
3
Baynes, Kenneth. 31. Habermas. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198708926.003.0031.
Full textAbstract:
This chapter examines Jürgen Habermas's major contributions to social and political thought. Habermas is regarded as one of the most influential figures in contemporary political theory. In his later work Habermas has begun to expand the normative political implications of his work in social theory and philosophy, culminating in Between Facts and Norms. This chapter first provides an overview of Habermas's earlier work, especially his study on the transformation of the liberal or bourgeois public sphere, before discussing his theory of communicative action (or action based on mutually supposed validity claims). It then considers Habermas's attempt, in Between Facts and Norms, to develop an account of deliberative politics anchored on the idea of political legitimacy and concludes with an analysis of cosmopolitanism as well as his views on discourse theory, democracy, the system of rights, and ‘weak’ and ‘strong’ publics.
4
Goodson, Jacob. Communicative Reason and Religious Faith in Secular and Postsecular Contexts. Edited by Phil Zuckerman and John R. Shook. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199988457.013.20.
Full textAbstract:
The German philosopher and social theorist Jürgen Habermas has shifted his position of defending secularism to now defending postsecularism This chapter describes Habermas’s usage of the terms “secularity,” “secularism,” and “postsecularism” and explains how Habermas’s usage of these three terms is best understood in relation to his philosophical theory of communicative rationality. The shift from secularism to postsecularism is based on the fact that the latter allows for better communication between religious believers and nonreligious citizens in the globalized world of the twenty-first century. Habermas argues that the secular academy has responsibilities toward the positive aspects of religious faith as well as the negative aspects found in religious fundamentalism and religious-based violence.
Book chapters on the topic "Jürgen Habermas’s theory of communicative action"
1
Haferkamp, Hans. "Critique of Habermas’s Theory of Communicative Action." In Social Action. Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5263-8_14.
Full text
2
Fong, Jack. "Habermas’s Theory of Communicative Action and the Colonization of the Lifeworld." In The Death Café Movement. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54256-0_3.
Full text
3
Chaari, Latifa. "The Role of Communication in Online Trust." In User Behavior in Ubiquitous Online Environments. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4566-0.ch007.
Full textAbstract:
This chapter aims at better understanding the behavior of the Internet user. It suggests studying the role of communication on the trust of Internet users towards commercial Websites. In order to realize this research, the authors mobilized the Communicative Action Theory of Jürgen Habermas (1987). Therefore, they have brought a new perspective in understanding online trust following action theory. For Habermas, communication is an action that depends on contextual, cultural, and human factors, which cannot be reduced to deterministic mechanisms. He deals with three types of action, which an actor might pursue following his interests, which can be instrumental, strategic, or emancipatory. The instrumental and strategic are purposive-rational actions, which aim at achieving success and at developing a calculated trust based on calculation of the advantages and the costs of the relation, whereas, the communicative action is coordinated by mutual understanding that allows the development of a relational trust based on social interactions. In communicative action, mutual understanding through language allows the social integration of actors and the coordination of their plans and their different interests. In this case, trust is based on a common definition of the situation and the resolution of conflicts of interests between actors. Internet is a medium of communication that can support the three kinds of action. The instrumental and strategic actions allow the development of calculated trust, whereas the communicative action allows the development of relational trust based on social interaction and mutual comprehension.
4
Chaari, Latifa. "The Role of Communication in Online Trust." In Multigenerational Online Behavior and Media Use. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7909-0.ch018.
Full textAbstract:
This chapter aims at better understanding the behavior of the Internet user. It suggests studying the role of communication on the trust of Internet users towards commercial Websites. In order to realize this research, the authors mobilized the Communicative Action Theory of Jürgen Habermas (1987). Therefore, they have brought a new perspective in understanding online trust following action theory. For Habermas, communication is an action that depends on contextual, cultural, and human factors, which cannot be reduced to deterministic mechanisms. He deals with three types of action, which an actor might pursue following his interests, which can be instrumental, strategic, or emancipatory. The instrumental and strategic are purposive-rational actions, which aim at achieving success and at developing a calculated trust based on calculation of the advantages and the costs of the relation, whereas, the communicative action is coordinated by mutual understanding that allows the development of a relational trust based on social interactions. In communicative action, mutual understanding through language allows the social integration of actors and the coordination of their plans and their different interests. In this case, trust is based on a common definition of the situation and the resolution of conflicts of interests between actors. Internet is a medium of communication that can support the three kinds of action. The instrumental and strategic actions allow the development of calculated trust, whereas the communicative action allows the development of relational trust based on social interaction and mutual comprehension.
5
Steinhoff, Uwe. "The Failure of Discourse Ethics and the Theory of Communicative Action in Their Attempted Empirical Demonstration and Application to Politics, Law and Society." In The Philosophy of Jürgen Habermas. Oxford University Press, 2009. http://dx.doi.org/10.1093/acprof:oso/9780199547807.003.0004.
Full text
6
Fleming, Ted. "Mezirow and the Theory of Transformative Learning." In Advances in Standardization Research. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-6086-9.ch009.
Full textAbstract:
Mezirow's theory of transformative learning has always relied on the work of Jürgen Habermas in order to give it a sound theoretical base. This chapter outlines Mezirow's theory of transformative learning attending to its reliance on critical theory which contributes important concepts such as domains of learning, emancipatory learning, critical reflection, and the discourse of communicative action. This chapter explores how the work of Habermas and elements of his critical theory not utilized by Mezirow enhance the rigor of Mezirow's work. An argument is made that allows us to interpret transformative learning theory as a critical theory. As a new generation of Frankfurt School scholars create the next iteration of critical theory, the implications of Axel Honneth's recognition theory are identified for the theory and practice of transformative learning. The communicative turn of Habermas and the recognition and emancipatory turns of Honneth contribute significantly to the evolution of transformation theory.
7
Plumb, Donovan. "From Social Learning to Norm Validation." In Advances in Standardization Research. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-6086-9.ch007.
Full textAbstract:
This chapter asserts that the emergent ontology of critical realism especially as mobilized by sociologist Dave Elder-Vass in his discussion of norm circles provides a powerful theoretical basis for supporting the emancipatory aspirations of critical adult education. According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Michael Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This chapter argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action cannot alone illuminate the ways human learning shapes and is shaped by lifeworld contexts. Elder-Vass's exploration of norm-circles helps identify weaknesses in the concept of “social learning” and identify how, in addition to supporting individual learning, emancipatory adult educators can also support the distinctive emergent power of norm-circles to form and enforce epistemic, discursive, ethical, and practical norms.
8
Plumb, Donovan. "From Social Learning to Norm Validation." In Research Anthology on Adult Education and the Development of Lifelong Learners. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch062.
Full textAbstract:
This chapter asserts that the emergent ontology of critical realism especially as mobilized by sociologist Dave Elder-Vass in his discussion of norm circles provides a powerful theoretical basis for supporting the emancipatory aspirations of critical adult education. According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Michael Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This chapter argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action cannot alone illuminate the ways human learning shapes and is shaped by lifeworld contexts. Elder-Vass's exploration of norm-circles helps identify weaknesses in the concept of “social learning” and identify how, in addition to supporting individual learning, emancipatory adult educators can also support the distinctive emergent power of norm-circles to form and enforce epistemic, discursive, ethical, and practical norms.
9
Li, Kit-Man. "Habermas’s Theory of Communicative Action." In Western Civilization and its Problems. Routledge, 2018. http://dx.doi.org/10.4324/9780429428333-6.
Full text
10
Çidam, Çiğdem. "Jürgen Habermas." In In the Street. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190071684.003.0005.
Full textAbstract:
This chapter argues that Jürgen Habermas’s engagement with the debates on the German student movement of 1968 led him to question the common tendency to consider the transience of spontaneous popular action a failure. Habermas’s democratic theory construes the ephemerality of such events as an asset that ensures they remain unrestricted by existing norms. The “wild” and “anarchic” moments of direct citizen action constitute the radical core of deliberative democracy. Yet, even as he emphasizes the democratic moments’ unrestricted quality, Habermas, like Rousseau, is also wary of their unpredictability. In his discussions on civil disobedience, Habermas turns to “constitutional patriotism” as a normative criterion to contain the dangers that emanate from the unpredictability of spontaneous action. In doing so, however, Habermas risks transforming political theory into a disciplinary mechanism whereby the theorist, à la Rousseau, takes on the role of an authority figure charged with guiding democratic action.
Conference papers on the topic "Jürgen Habermas’s theory of communicative action"
1
Sreeram, R. T., and P. K. Chawdhry. "A Single Function Agent Framework for Task Decomposition and Conflict Negotiation." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dfm-5748.
Full textAbstract:
Abstract Researchers in agent-based concurrent engineering have identified a variety of techniques for product development with the use of multi-agents. Significant but less common are the techniques based on more task-specific single function agents. This paper proposes a single function agent framework for task-solving in a product development environment. This framework is based on Habermas’s theory of communicative action which is particularly suited for collaborative work. The inter-agent communication is based on Knowledge Query Manipulation Language (KQML). The task decomposition of the design process is based on the cluster identification algorithm. The conflicts which arise during the design process are resolved by using very specialized single function agents that detect conflicts based on violation of the design constraints. The case study on the design of a mechanical shaft demonstrates the appropriateness of the proposed framework.