تحلیلی بر موانع تربیت عقلانی بر پایه نظریه کنش ارتباطی هابرماس (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف اصلی این پژوهش تبیین ابعاد اصلی عقلانیت ارتباطی هابرماس و بررسی موانع تربیت عقلانی مبتنی بر این نظریه است. این موانع در چهار سطح 1. کاربست 2. «نوع کنش» 3. کارکردهای مترتب با عقلانیت ارتباطی و 4. موانع موجود در سطح پایه یا زیست جهان تبیین شده اند. برای پاسخ به سوالات پژوهش از روش توصیفی - تحلیلی استفاده شده است. یافته ها نشان دادند موانع موجود در بسط و برقراری تربیت عقلانی مبتنی بر دیدگاه هابرماس را می توان در سطوح چهارگانه ی باورها، رفتارها، کنش ها و ارزش ها دسته بندی کرد. بنابراین تأکید افراطی بر نسبیت معرفت و حقیقت، تأکید بر بازتولید رفتارهای مخدوش کننده عقلانیت ارتباطی و اشاعه کنش های ضد مفاهمه مهم ترین موانع هستند. این موانع نیز بر اثر فقدان مهارت های گفت وگویی، فقدان زمینه مشترک در ارتباط مبنی بر رابطه بین الاذهانی، اعمال باورهای سلطه جویانه، شدت و قوت بیشتری می گیرند. از سوی دیگر تلاش در برقراری مناسبات برابر و تأکید بر موجه سازی و صدق اطلاعات، پرهیز از مستعمره ساختن زیست جهان ارتباطی افراد، تأکید بر اشتراک آزادانه باورها و احساسات نیز ازجمله عواملی هستند که موانع ذکرشده را تعدیل می سازند.An Analysis of the Barriers of Rational Education on Habermas's Perspective based on the Theory of Communicative Action
The main goal of this research is to explain the main dimensions of Habermas' communicative rationality and to analyze and investigate the obstacles to rational education based on this theory. The main issue is what are the obstacles to rational education based on the theory of communicative action. This problem is solved with four questions in the form of identifying a (barriers existing at the level of application b) barriers existing at the level of "type of action", c. barriers existing at the level of functions related to communication rationality, and d. barriers existing at the basic level or lifeworld 1- Obstacles arising from the lifeworld; 2- Obstacles regarding the relationship between the lifeworld and the system have been raised. The analytical descriptive method is used to answer the questions. In this regard, firstly, data collection and sampling from reliable sources have been done, and then qualitative data analysis has been done to achieve the research objectives. The findings showed that the existing obstacles in the development and establishment of rational education based on Habermas's point of view can be categorized into the four levels of beliefs, behaviors, actions, and values. In this way, extreme emphasis on the relativity of knowledge and truth, emphasis on the reproduction of behaviors that distort communication rationality, and the spread of anti-understanding actions are the most important obstacles. These obstacles also become stronger due to the lack of conversational skills, the lack of common ground in communication-based on intersubjective relationships, and the application of domineering beliefs. Also, efforts to establish equal relations and emphasis on justification and truthfulness of information, avoiding colonization of people's communication world, and emphasis on the free sharing of beliefs and feelings are among the factors that moderate the mentioned obstacles.Keywords: communicative action, rational education, educational obstacles, Lifeworld, communicative rationality Synopsis Rational Pedagogy which does not cause social growth, cannot be held accountable for the needs of current societies. That's why, today, it seems, we need a model of rational pedagogy, more than ever, that holds accountable the needs of current societies and Respect human life in general.what weakens this importance, there are obstacles in the way of rational Pedagogy in this article our goal is to address these obstacles. On the other hand Before facing the obstacles we should clarify and explain rationality and its strong connection with a type of action that Habermas calls "communicative action".Habermas' perception of action tends to be social action. Habermas In the explanation of social action, claims that social action can be divided into two general parts: A- Action desired success. B- Action Based on understanding ("communicative action"). Action desired success has two parts: 1-Instrumental action. 2-Strategic action. So we deal with three actions: Instrumental action. Strategic action and communicative action. At least we can consider four general areas for The concept of rationality that these domains emerge as a determining framework:The domain of beliefs: here Rationality, describes beliefs. for instance, we claim that Such a belief is not reasonable or is false.The domain of behavior and actions: unlike before, here The center of attention, is tend to behavior. for example, in everyday life, We have always faced unreasonable and irrational behavior. And in this sense, we have an initial and intuitive idea of reasonable behavior in mind.The domain of actions: here we must make made distinction between action and behavior. action is Based on intention and meaningful activity. (Edgar, 2006).The domain of values: here the center of attention, is tend to values. ConclusionIn this article try to Barriers rational pedagogy should be investigated at different levels. among the issues, it was argued that the most fundamental level in the discussion of rational pedagogy is the bio world. the reason for this issue is based on the fact that the bio world provides a reconstructive and foundational role for all individual and interpersonal abilities; because the foundation of rational pedagogy is based on communicative rationality and Communicative rationality, in turn, benefits from communicative action and finally Communication action is also possible through the bio world. That’s why this article emphasized that any intervention and disturbance in the bio world will directly affect human relationships, including pedagogy and rational pedagogy. of course, This does not mean that we ignore the importance of other levels or other components of communicative action, such as the ideal state of speech, public domain, criticism, etc. but the main point is considering that the bio world is the basis of healthy and constructive communication between people with each other, and In the field of rational pedagogy to establish relationships based on rationality communication, is a fundamental component. moreover, to axis placement of the bio world to realize rational pedagogy and reduce existing obstacles, It is necessary with a unified and holistic view to examine all the obstacles side by side and in parallel To facilitate the achievement of the desired goal (Development of thought and thinking) through this passage.Concrete examples that have come from the pedagogy space in the text reflect the conditions that prevent the colonization of children's bio world and, as a result, disrupt the development of communication rationality.Also, research findings have shown that Extreme emphasis on the relativity of knowledge and truth, Emphasis on the reproduction of behaviors that destroy communication rationality, and The spread of anti-mutual understanding and anti-rational are the most important obstacles to applying rational pedagogy. These obstacles are also due to the lack of conversation skills, the Lack of common ground in communication based on intersubjective relationships, and the use of Domineering beliefs to become more intense and stronger. Also, efforts to establish equal relations and emphasis on justification and truthfulness of information, Avoiding the colonization of people's communication bio world, and Emphasizing the free sharing of beliefs and feelings are among the factors that moderate the mentioned obstacles.
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