Habermas, lifelong learning and citizenship education
Habermas, lifelong learning and citizenship education
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哈贝马斯、终身学习和公民教育
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Clarence W. Joldersma
中科院分区：
文献类型：
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作者：
R. Deakin Crick;Clarence W. Joldersma
公民身份及其教育在许多国家再次变得越来越重要。本文以英国为例，从哈贝马斯的视角探讨这一问题。英格兰公民教育的法定要求意味着，应高度重视学习者的道德和社会发展，学习者积极参与社区活动，以及政治行动所需的知识技能和理解。本文提出了一个理论框架，提供了一个适合这些深远的目标学习的角度。我们认为，学校需要从目前占主导地位的问责制话语，纳入照顾话语，以便为有效和适当的公民教育腾出空间。哈贝马斯的社会理论为我们提供了一个理论框架，将学校作为市民社会的一部分恰当地定位在生活世界中。因此，学校应该关注解释学和解放性的问题，而不仅仅是战略利益。我们把这些在哈贝马斯的社会理论的背景下，描绘一个替代的愿景学习的公民教育，这是基于发展的处置，价值观和态度，以发展持续的交往行动，终身学习。
Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action.