Foundations and principles of intellectual education on rational communicative rationality in Habermas thought

Articles in Press

Document Type : Research Paper

Authors

1 PhD Student in Philosophy of Education, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

2 Associate professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

3 Assistant professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, tehran , iran

Abstract

The main purpose of this study was to explain the foundations and principles of intellectual education and educational implications on Habermas thought. The main questions of this research are what principles for intellectual education can be deduced and inferred based on Habermas thought, which can be considered as applicable in intellectual education. To answer this question, Frankenna's analytical approach and inferential method have been used. In this way, first the concepts related to the subject of research have been described and then, while analyzing the themes and content of Habermas's thought, it has been placed in separate categories and then with the help of Frankenna inferential method, realistic philosophical propositions have been extracted and Finally, the principles of intellectual education are extracted from Habermas's perspective. The results of the research show that the principles of intellectual education that can be deduced from Habermas's thought include: a) providing a platform for collective understanding, b) cultivating a will to understand, c) laying the groundwork for the development of critical thinking, d) creating a balance of action and responsibility. . It has also been argued that adhering to these principles together will enhance students' communication rationality, which will also rationalize their communication life and cosmopolitanism, which ultimately reveals the potentials and talents hidden in the intellectuality of individuals. Dynamics in the educational system and social relations. Intellectual

Keywords

Main Subjects

References

Adelkhah N, F, Nowrozi, R.A, Rahmani, G.B. (2019). The principles of rational education in Farabi's thought. Research in Islamic education issues. 27 (44). Pp. 5 – 24. (Text in Persian).
Ashraf, A. (1980). Historical obstacles to the growth of capitalism in Iran. Tehran: zamineh publication. (Text in Persian).
Bagheri, Kh. (2010). An introduction to the philosophy of education in the Islamic Republic of Iran. Volume 1, second edition, scientific and cultural publications. (Text in Persian).
Bagheri, KH, Sajadieh, N, Tavasoli, T. (2010). Research approaches and methods in the   philosophy of education. Publication: Research Institute of Cultural Studies.  (Text in Persian).
Blake, N. (1995). Ideal speech condition, Modern discourse and education, Journal of philosophy of education. 29(3).
Edgar, A. (2006). Habermas: The key concepts. Routledge.                                                          
Edmund Short, C. (2009). Methodology of curriculum studies. Translated by Mahmoud, Mehromhammadi, et al. publications Samt.  (Text in Persian).
Ewert, G, D. (1991). Habermas and Education: A Comprehensive Overview of the influence of Habermas in Educational Literature. American Educational Research Association. 61 (3). Pp 78 – 345.
Farabi, Abu Nasr. (1992).  civil politics. Translated by Jafar, Sajadi. Publications of the Ministry of Islamic Guidance and Culture.  (Text in Persian).                        
 Frankena, W. K. (1956). Toward a Philosophy of the Philosophy of Education. Harvard Educational Review, 26(2), 94-98.
Habermas, J. (1984). The Theory of Communicative Action. Volume One, Reason and the          Rationalization.   
Habermas, Jurgen (1995). Communication and the Evolution of society. Tr. And Introduction by T.Mc carty (Cambridge: polity press), ch3.” Historical materialism and the Development of  Normative”, pp. 95- 129.
Habermas, J. (2015). The theory of communicative action. Translated by pouladi, kamal. Volumes 1 and 2. Second edition. Nashre markaz.  (Text in Persian).
Han, G. (2002)."An Educational Interpretation of Jurgen Habermas, s Communicative Rationality".   The Institute of Asia Pacific Education Development. 3. pp 59 – 149.
Heslep, R. D. (2001). Habermas on communication in teaching". Education Theory. 51 (2). pp 191- 207.
Jay, M. (2019). Habermas and Postmodernism. Journal of Comparative Literature and Aesthetics, 42(2), 218-230.
Kardan, A, M. (2002). Evaluation of educational thoughts in the west. Tehran: samt. (Text in Persian).          
Mattila, H. (2002). "Habermas revisited: Resurrecting the contested roots of communicative planning theory “progress in planning. 141, pp 100- 431.
Mohammadi Chabaki, R. (2016). Habermas and education. Tehran: Maron publications. (Text in Persian).          
Mohammadi, A, Zibakalam, F, Bagheri, Kh. (2014). Principles and methods of social education based on Habermas' theory of communicative action. Foundations and education. 4 (2). Pp. 5 – 28. (Text in Persian).                                                                                                                    
Mullasadra. (1981). Al-Shawahid al-Rubabiyyah in al-Manhaj al-Salukiyyah. .Sadr al-Din Shirazi, M,E Translated by Jalaluddin Ashtiani. Tehran: Academic Publishing Center. (Text in Persian).                       
Murphy, M, Fleming, T. (2012). Habermas, Critical Theory and Education. Routledge.
Nowzari, H, A. (2007). Rereading Habermas: an introduction to Jürgen Habermas' thoughts and theories. Cheshmeh publications.  (Text in Persian).                                                                              
Nowrozi, R, A. (2008). Habermas' theory of communicative action and its implications for moral education. Doctoral dissertation in philosophy of education: Ph.D. Thesis TarbiatModares University.  (Text in Persian).                                                                                                      
Nowrozi, R, Z, Barati, M. (2020). Explaining the stages of rational education based on the levels of the soul from the perspective of Mulla Sadra. Research in Islamic education issues. 28 (48). Pp. 31- 62.  (Text in Persian).                                                                                 
Phillips, D. C. (2008). What is philosophy of education (pp. 3-19). The Sage Handbook of  Philosophy of Education.
Piozzi, M (1999). Jürgen Habermas. Tehran: Hermes. (Text in Persian).                                      
Towhidfam, M. (2009). Combination of action and structure in the thought of Giddens, Bourdieu and Habermas and its influence on new sociology.  Political science research paper. 3 (4). Pp.79-107. (Text in Persian).
Winter, R. (2020). On the Contemporary Relevance of Jürgen Habermas’ Social Theory. Theory, Culture & Society, 37(7-8), 5-9.
Verovšek, P. J. (2021). The philosopher as engaged citizen: Habermas on the role of the public intellectual in the modern democratic public sphere. European Journal of Social Theory, 13684310211003192.
The Journal of New Thoughts on Education

Articles in Press, Accepted Manuscript
Available Online from 03 July 2023

Files

Share

How to cite

Statistics