PHILOSOPHY OF EDUCATION AND RESTORATION OF EDUCATIONAL PRINCIPLES IN THE CONCEPT OF JURGEN HABERMAS
Abstract
The goal is to investigate the modern philosophy of education and the principles of European enlightenment on the example of the concept of Jürgen Habermas, to prove that the European educational project is the heart of modern civilization. Research methods — historical and philosophical, hermeneutics, discourse pragmatics, analytical method. Scientific novelty. In the concept of rationality of Y. Habermas, the following are organically included and synthesized: - the relation of the acting person to the world (Aktor- Welt-Beziehung); - his relation to other people, precisely such an important factor as the processes of "speech", speech, expression of certain language sentences and hearing the counterparties of the action. The teleological orientation of history for Habermas, as well as for one of the founders of the Enlightenment project, Herder, is in the principle of the "formation" of humanity (Bildung), where the progress of civilization is connected with the moral development of the individual, and therefore the improvement of education and upbringing. For Habermas, this is possible primarily through a continuous collective "learning process" (Lernprozess) through overcoming social challenges and cultivating the best moral qualities. Conclusions. The modern philosophy of education and the principles of European enlightenment are based on the need for rationality and critical thinking. This is the basis of Jürgen Habermas' concept of the justification of reason and rational action. The European educational project as the heart of modern civilization is based on the Kantian understanding of the independence of the mind and the understanding of its boundaries, as well as a revived rationality. In his concept, Habermas critically overcomes the subjectivist tendencies of transcendentalist philosophy, which, in the epistemic struggle against substantialist metaphysics, brought the doctrine of mind to the level of the philosophy of consciousness. Reason and rationality are nurtured and corrected in the public sphere, in everyday and political dialogue, acting as a guarantee not only of the education of society, but of its development as a whole.
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References
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Macagnoa F., Rapanta Ch. , Mayweg-Paus E. , Garcia-Mila M. (2022). Coding empathy in dialogue. Journal of Pragmatics journal, 2022, 192, pp.116-132 DOI: https://doi.org/10.1016/j.pragma.2022.02.011 0378-2166.
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Sandberg, F. (2022). Applying Habermas' theory of communicative action in an analysis of recognition of prior learning. Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida. London: Routledge. pp. 127-141.
Tantucci V., Wang A., Culpeper J. (2022). Reciprocity and epistemicity: On the (proto)social and cross-cultural ‘value’ of information transmission. Journal of Pragmatics, 2022, 194, pp.54-70 DOI: https://doi.org/10.1016/j.pragma.2022.04.012 0378-2166.
Vierbauer K. Gruber, F. (2019). Habermas und die Religion. Darmstadt: Wissenschaftliche Buchgesellschaft. 220s.
Vierbauer K. (2022). Religion und Lebensform. Religiöse Epistemologie im Anschluss an Jürgen Habermas. Regenburg: Friedrich Pustet.350s.
Behrends, J. C. (2023). Jürgen Habermas. Lauter blinde Flecken. Zeit Online. 16. Februar 2023 [in German].
Bloch, B. (2019). The Unfinished Project of Enlightenment. Boston review. <https://www.bostonreview.net/articles/brandon-bloch-learning-history/> [in English].
Breul, M. (2019). Diskurstheoretische Glaubensverantwortung. Konturen einer religiösen Epistemologie in Auseinandersetzung mit Jürgen Habermas. Regensburg: Friedrich Pustet. 250. [in German].
Corchia, L. (2019). Jürgen Habermas. A Bibliography. 1. Works of Jürgen Habermas (1952- 2018). Departament of Political Science. - Pisa, Rom: Societa di Teoria Critica. 177 s.[in English]
Corchia, L. (2016). Jürgen Habermas. A Bibliography. 2. Studies on Jürgen Habermas (1952- 2015). Departament of Political Science. - Pisa, Rom: Societa di Teoria Critica. 502 s. [in English]
D'Agnese, V. (2023). Fear, Angst, and the “Startling Unexpected”. Three Figures of Teaching during the COVID-19 Pandemic. Studies in Philosophy and Education <https://doi.org/10.1007/s11217-023-09873-9>[in English].
Habermas global (2019). Wirkunggeschichte eines Werks / Cochia L., Muller-Doohm S., Outhwaite W. - Berlin: Suhrkamp. 342.[in German].
Habermas, J. (2022). Ein neuer Strukturwandel der Öffentlichkeit und die deliberative Politik. Berlin: Suhrkamp. 301.[in German].
Habermas, J. (2019). Auch eine Geschichte der Philosophie. Band 1: Die okzidentale Konstellation von Glauben und Wissen. Band 2: Vermüntige Freiheit. Spuren des Diskurses über Glauben und Wissen. Berlin: Suhkamp, 2019.[in German].
Habermas, J. (2000, 1985). Der philosophische Diskurs der Moderne. Franfurt am Main: Suhrkamp. 415. [in German].
Habermas, J. (2022). A New Structural Transformation of the Public Sphere and Deliberative politics / Ein neuer Strukturwandel der Öffentlichkeit und die deliberative Politik. Cambridge: MIT Press. 301.[in English].
Habermas, J. (2012). Postmetaphysical Thinking II=Nachmetaphysisches Denken II. Essays and Responses. 335 p.[in English].
Habermas, J. (1974). The public Sphere: An Encyclopedic Article. New German Critique, Vol.3. 49-50. [in English].
Habermas, J. (1991). The Structural Transformation of the Public Sphere. Berlin. 108.[in English].
Habermas, J. (2019). This Too a History of Philosophy / Auch eine Geschichte der Philosophie. Two Volumes. Volume 1: The Occidental Constellation of Faith and Knowledge. Volume 2: Rational Liberty. Traces of the Discourse on Faith and Knowledge. Berlin: Suhrkamp. 1775. [in English].
Yos, R. (2019). Der junge Habermas. Eine ideengeschichtliche Untersuchung seines frühen Denkens 1952-1962. Frankfurt an Main: Suhrkamp. 230.[in German].
Macagnoa, F., Rapanta, Ch. , Mayweg-Paus, E., Garcia-Mila, M.(2022). Coding empathy in dialogue // Journal of Pragmatics journal, 192, pp.116-132 DOI: https://doi.org/10.1016/j.pragma.2022.02.011 0378-2166 [in English].
Martin, T. (2023). An Argument for the Necessity of Craft Learning in Liberal Education. Studies in Philosophy and Education. <https://doi.org/10.1007/s11217-022-09857-1> [in English].
Micalizzi, F. (2017). Habermas und die Europäische Union. Perspektiven für eine Legitimationssteigerung der europäischen Institutionen. Baden-Baden: Nomos. 370.[in German].
Sandberg, F. (2022). Applying Habermas' theory of communicative action in an analysis of recognition of prior learning. Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida. London: Routledge. pp. 127-141.[in English].
Tantucci. V., Wang. A., Culpeper. J. (2022). Reciprocity and epistemicity: On the (proto)social and cross-cultural ‘value’ of information transmission // Journal of Pragmatics, 194, pp.54-70 DOI: https://doi.org/10.1016/j.pragma.2022.04.012 0378-2166. [in English].
Vierbauer, K. Gruber, F. (2019). Habermas und die Religion. Darmstadt: Wissenschaftliche Buchgesellschaft. 220. [in German].
Vierbauer, K. (2022). Religion und Lebensform. Religiöse Epistemologie im Anschluss an Jürgen Habermas. Regenburg: Friedrich Pustet.350.[in German].
