Democratizing Classroom Discussion

2020 ◽  
pp. 361-378
Author(s):  
Stephen Brookfield
Keyword(s):  
Classroom Discussion ◽  
Jürgen Habermas ◽  
Jurgen Habermas ◽  
Critical Theorist ◽  
The Way

This chapter analyzes the way Jurgen Habermas, the German critical theorist, connects the development of democracy to the educational use of discussion. It proposes an understanding of democracy that regards it as an ever widening, inclusive conversation in which teachers (as well as students) exercise their power as educators. The author explores three specific dialogic methods that can be used to democratize classrooms along the lines suggested by Habermas: the circle of voices, circular response, and chalk talk techniques. Each of these is designed to create an inclusive conversation where no one voice dominates, to hold back the reaching of a premature consensus, and to integrate the widest possible number of perspectives.

Democratizing Classroom Discussion

2013 ◽  
pp. 165-181
Author(s):  
Stephen Brookfield
Keyword(s):  
Classroom Discussion ◽  
Jürgen Habermas ◽  
Jurgen Habermas ◽  
Critical Theorist ◽  
The Way

This chapter analyzes the way Jurgen Habermas, the German critical theorist, connects the development of democracy to the educational use of discussion. It proposes an understanding of democracy that regards it as an ever widening, inclusive conversation, in which teachers (as well as students) exercise their power as educators. The authors explore three specific dialogic methods that can be used to democratize classrooms along the lines suggested by Habermas: the circle of voices, circular response, and chalk talk techniques. Each of these is designed to create an inclusive conversation where no one voice dominates, to hold back the reaching of a premature consensus, and to integrate the widest possible number of perspectives.

Jürgen Habermas on the Way to a Postmetaphysical Reading of Kierkegaard

2019 ◽  
Vol 11 (4) ◽  
pp. 137
Author(s):  
Klaus Viertbauer
Keyword(s):  
Jürgen Habermas ◽  
Jurgen Habermas ◽  
Cooperative Venture ◽  
The Way

Habermas’s postmetaphysical reading of Kierkegaard is paradigmatic for his understanding of religion. It shows, why Habermas reduces religion to fideism. Therefore the paper reconstructs Habermas’s reception of Kierkegaard and compares it with the accounts of Dieter Henrich and Michael Theunissen. Furthermore it demonstrates how Habermas makes use of Kierkegaard’s dialectics of existence to formulate his postmetaphysical thesis of a cooperative venture.

Esotericism and the Critique of Historicism

2006 ◽  
Vol 100 (2) ◽  
pp. 279-295 ◽  
Author(s):  
ARTHUR M. MELZER
Keyword(s):  
Leo Strauss ◽  
Grand Narrative ◽  
Jürgen Habermas ◽  
Jurgen Habermas ◽  
Modern Mind ◽  
New Challenges ◽  
The Way

“The relation of history to reason,” observes Jurgen Habermas, “remains constitutive for the discourse of modernity—for better or worse” (1987, 392). The worse of it is: the modern premise of reason's imbeddedness in history means that unless we can demonstrate—through an increasingly suspect “grand narrative” of “reason in history”—that history is fundamentally rational, we must accept that reason is fundamentally historical and that all our “knowledge” is merely temporary, local, and arbitrary.To avoid this collapse into historical relativism, we must reassess the crucial premise: reason's historicity. Why is the modern mind so utterly captivated by the idea that every mind is a prisoner of its times? This question receives its most probing treatment in the work of Leo Strauss. His rediscovery of the theory of esotericism—which is the premodern understanding of the relation of reason to history—poses important new challenges to the whole historicist paradigm. It points the way to a “posthistoricist” relegitimation of reason through a return to Socratic rationalism.

A EDUCAÇÃO EM GEORGE HERBERT MEAD, JÜRGEN HABERMAS E A TEORIA HERMENÊUTICO-CRÍTICA: tendências, desafios e perspectivas para uma prática pedagógica emancipatória

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Shirlene Santos Mafra Medeiros ◽  
Rita Maria Radl-Phillipp ◽  
José Gilliard Santos da Silva
Keyword(s):  
Rio Grande ◽  
George Herbert ◽  
Jürgen Habermas ◽  
George Herbert Mead ◽  
Max Horkheimer ◽  
Jurgen Habermas ◽  
Theodor Adorno

O artigo em questão apresenta a construção coletiva de uma proposta pedagógica para a Escola Estadual Joaquim José de Medeiros, localizada na cidade de Cruzeta, no Estado do Rio Grande do Norte, e possui como base epistemológica a teoria social de George Herbert Mead, Jürgen Habermas e a teoria crítica da educação da Escola de Frankfurt, nas perspectivas de Max Horkheimer, Theodor Adorno (2003), Jürgen Habermas (2012); e, atualmente, de pesquisadores contemporâneos como Freire (2009), Radl-Philipp (1996, 1998, 2014), Bannell (2006), Pucci (2006), Santos (2007), Medeiros (2010-1016), Casagrande (2014) dentre outros autores que estudam Mead e as teorias críticas numa perspectiva emancipatória.

DESOBEDIÊNCIA CIVIL E DEMOCRACIACIVIL DISOBEDIENCE AND DEMOCRACY

2016 ◽  
Vol 7 (11) ◽  
Author(s):  
Sílvia Alves (Universidade de Lisboa, Portugal)
Keyword(s):  
John Rawls ◽  
Hannah Arendt ◽  
Civil Disobedience ◽  
Jürgen Habermas ◽  
Jurgen Habermas

Este artigo tem como objetivo analisar a relação entre a desobediência civil e a democracia no pensamento político contemporâneo, através das obras de Hannah Arendt, Norberto Bobbio, John Rawls e Jürgen Habermas. A indissociabilidade entre democracia e desobediência civil emerge num ambiente favorável mas antinómico e pleno de tensão.

The Public

2018 ◽  
Author(s):  
Robin Holt
Keyword(s):  
Jürgen Habermas ◽  
Self Presentation ◽  
The Public ◽  
Jurgen Habermas ◽  
Public Nature ◽  
Private And Public

The chapter continues to discuss the association of judgment and sovereignty using Franz Kafka’s story Das Urteil (The Judgment). It does so in order to then introduce the public nature of spectating and how this has been played out in the thinking of Jurgen Habermas concerning speech situations, and in Hannah Arendt’s writings on the polis. Rather than pitch the public in contrast to the private, the chapter suggests spectating plays on the binary in ways that enrich both. This coming together of the private and public is then woven into the understanding of strategic inquiry as an organizational forming of self-presentation.

Sign in / Sign up

Export Citation Format

Share Document