In Defense of Norm Circles

2014 ◽  
Vol 5 (2) ◽  
pp. 45-59 ◽  
Author(s):  
Donovan Plumb
Keyword(s):  
Adult Education ◽  
Social Learning ◽  
Theoretical Basis ◽  
Critical Realism ◽  
Communicative Action ◽  
Human Learning ◽  
Theory Of Communicative Action ◽  
Normative Foundations ◽  
Colonization Of Lifeworld ◽  
Insight Into

According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This paper argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action does not possess an ontology that can sufficiently illuminate the ways human learning shapes and is shaped by lifeworld contexts. The emergent ontology of critical realism, the paper argues, especially as mobilized by sociologist, Dave Elder-Vass in his discussion of norm circles, provides an additional theoretical basis for enabling critical adult education to realize its fullest emancipatory potential.

From Social Learning to Norm Validation

2018 ◽  
pp. 85-96
Author(s):  
Donovan Plumb
Keyword(s):  
Adult Education ◽  
Social Learning ◽  
Theoretical Basis ◽  
Critical Realism ◽  
Communicative Action ◽  
Adult Educators ◽  
Theory Of Communicative Action ◽  
Normative Foundations ◽  
Colonization Of Lifeworld ◽  
Insight Into

This chapter asserts that the emergent ontology of critical realism especially as mobilized by sociologist Dave Elder-Vass in his discussion of norm circles provides a powerful theoretical basis for supporting the emancipatory aspirations of critical adult education. According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Michael Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This chapter argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action cannot alone illuminate the ways human learning shapes and is shaped by lifeworld contexts. Elder-Vass's exploration of norm-circles helps identify weaknesses in the concept of “social learning” and identify how, in addition to supporting individual learning, emancipatory adult educators can also support the distinctive emergent power of norm-circles to form and enforce epistemic, discursive, ethical, and practical norms.

From Social Learning to Norm Validation

2021 ◽  
pp. 1252-1263
Author(s):  
Donovan Plumb
Keyword(s):  
Adult Education ◽  
Social Learning ◽  
Theoretical Basis ◽  
Critical Realism ◽  
Communicative Action ◽  
Adult Educators ◽  
Theory Of Communicative Action ◽  
Normative Foundations ◽  
Colonization Of Lifeworld ◽  
Insight Into

This chapter asserts that the emergent ontology of critical realism especially as mobilized by sociologist Dave Elder-Vass in his discussion of norm circles provides a powerful theoretical basis for supporting the emancipatory aspirations of critical adult education. According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Michael Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This chapter argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action cannot alone illuminate the ways human learning shapes and is shaped by lifeworld contexts. Elder-Vass's exploration of norm-circles helps identify weaknesses in the concept of “social learning” and identify how, in addition to supporting individual learning, emancipatory adult educators can also support the distinctive emergent power of norm-circles to form and enforce epistemic, discursive, ethical, and practical norms.

scholarly journals Habermas' concept of systemic colonization of lifeworld

Sociologija ◽  
2010 ◽  
Vol 52 (1) ◽  
pp. 1-22
Author(s):  
Marjan Ivkovic
Keyword(s):  
Social Development ◽  
Detailed Analysis ◽  
Communicative Action ◽  
Final Part ◽  
Critical Perspective ◽  
Specific Nature ◽  
Complex Concept ◽  
Conceptual Apparatus ◽  
Theory Of Communicative Action ◽  
Colonization Of Lifeworld

This paper aims at comprehending the specific nature of Habermas' critical perspective on modernization, defined through the concept of systemic colonization of the lifeworld. The comprehension should be reached through a relatively detailed analysis of the fundamental elements and insights of the theory of communicative action. The first to be analyzed should be the conceptual apparatus that Habermas develops on the basis of synthesizing Mead's symbolic interactionism and Durkheim's concept of social development. Then the paper focuses on the complex concept of lifeworld, that Habermas formulates on the grounds of this conceptual apparatus. The focus of the paper is on understanding Habermas' concept of colonization as a specific communicative-theoretic reinterpretation of the analysis of reification. In the final part, the weaknesses of Habermas' approach to the phenomenon of colonization are considered, such as neglecting the question of contemporary forms of colonization, as well as the overall defensive nature and rationalistic reductionism of his theory.

Bullshit, Social Integration, and Political Legitimation: Habermasian Reflections

Dialogue ◽  
2011 ◽  
Vol 50 (1) ◽  
pp. 117-140 ◽  
Author(s):  
David A. Borman
Keyword(s):  
Social Integration ◽  
Communicative Action ◽  
Harry Frankfurt ◽  
Public Speech ◽  
Binding Force ◽  
Theory Of Communicative Action ◽  
The Status ◽  
Immanent Critique ◽  
Political Legitimation ◽  
Normative Foundations

ABSTRACT: This paper proposes a Habermasian analysis of bullshit which diverges from the well-known account offered by Harry Frankfurt. It aims to show that Habermas’s theory of communicative action provides superior conceptual tools for such an analysis, but also that the phenomenon of bullshit ought to be deeply troubling to Habermasians. Bullshit frustrates the transition to discourse, interrupts the binding force of communicative action (the basis of Habermas’s account of social integration) and, if sufficiently widespread as to alter fundamental attitudes toward public speech, bullshit challenges the status of Habermas’s theory of communicative action as a reconstruction of the intuitive knowledge of competent speakers, which status is intended to justify its claim to provide the normative foundations for a critical theory of society in the Frankfurt School sense of an immanent critique.

Habermas and Occidental Rationalism: The Politics of Identity, Social Learning, and the Cultural Limits of Moral Universalism

1997 ◽  
Vol 15 (1) ◽  
pp. 30-59 ◽  
Author(s):  
Gerard Delanty
Keyword(s):  
Social Learning ◽  
Communicative Action ◽  
Cultural Transformation ◽  
Politics Of Identity ◽  
Divided Societies ◽  
Cultural Form ◽  
Global Context ◽  
Theory Of Communicative Action ◽  
Moral Universalism ◽  
Universal Morality

While Habermas's theory of communicative action is deeply critical of all kinds of ethnocentrism, proposing a discursive concept of universal morality which transcends culture, a residual Eurocentrism still pervades it. Habermas's theory rests on a notion of modernity which is tied to Occidental rationalism, and when viewed in the global context or in the context of deeply divided societies it is problematic. The theory fails to grasp that universal morality can be articulated in more than one cultural form and in more than one logic of development. However, his theory can be defended against its Eurocentric bias if it shifts its emphasis from a de-contexualized and transcendental critique of communication rooted in Occidental rationalism to a cosmopolitan model of contemporary cultural transformation. Crucial to that task is a weaker notion of rationality which recognizes that the problem of universality is also a cognitive cultural problem and not just a normative one. Bringing culture and identity to the foreground will involve making room for a level of discourse focused less on consensual agreement than on cultural understanding.

Insight into the mechanism of intense NIR-to-red upconversion luminescence in Er3+ doped and Er3+–Yb3+ co-doped SrF2 nanoparticles

2021 ◽  
Vol 45 (14) ◽  
pp. 6469-6478
Author(s):  
Qingling Zeng ◽  
Wenxiang He ◽  
Fangfei Luan ◽  
Yu Yan ◽  
Hongli Du ◽  
...  
Keyword(s):  
Hydrothermal Method ◽  
Theoretical Basis ◽  
Upconversion Luminescence ◽  
Insight Into ◽  
Co Doped

SrF2:Yb3+,Er3+ NPs were synthesized by the hydrothermal method and their luminescence mechanism was discussed in detail, which provided a theoretical basis for further understanding the properties of the materials.

scholarly journals Pragmática transcendental y filosofía social: Karl Otto Apel, Jürgen Habermas y la nueva fundamentación de la Teoría Crítica

Daímon ◽  
2019 ◽  
pp. 155-170
Author(s):  
César Ortega Esquembre
Keyword(s):  
Critical Theory ◽  
Communicative Action ◽  
Jürgen Habermas ◽  
Linguistic Turn ◽  
Jurgen Habermas ◽  
Theory Of Communicative Action ◽  
Normative Foundation

El objetivo de este artículo es defender que la pragmática transcendental ofrece la fundamentación normativa de la teoría crítica como teoría de la acción comunicativa. Para ello se expondrá en primer lugar el problema de la normatividad en la Teoría Crítica de la sociedad. Tras describir la forma que adquiere esta teoría tras el giro lingüístico operado por Jürgen Habermas, se reconstruirán en tercer lugar los elementos fundamentales de la pragmática transcendental apeliana y habermasiana. En cuarto y último lugar se mostrará que este modelo constituye la fundamentación normativa de la nueva teoría crítica. The aim of this paper is to argue that transcendental pragmatics constitutes the normative foundation of critical theory, understood as theory of communicative action. To that end, the issue of normativity within Critical Theory discussions is first exposed. After describing the form this theory takes from the linguistic turn carried out by Jürgen Habermas, key elements of Karl Otto Apel´s and Jürgen Habermas´ transcendental pragmatics are thirdly reconstructed. Fourth paragraph shows that this model operates as the normative foundation of the new critical theory.

‘Who decided this?’: Negotiating epistemic and deontic authority in systemic family therapy training

2022 ◽  
pp. 146144562110374
Author(s):  
Katerina Nanouri ◽  
Eleftheria Tseliou ◽  
Georgios Abakoumkin ◽  
Nikos Bozatzis
Keyword(s):  
Adult Education ◽  
Family Therapy ◽  
Conversation Analysis ◽  
Epistemic Authority ◽  
Family Therapy Training ◽  
Naturally Occurring ◽  
Therapy Training ◽  
Systemic Family Therapy ◽  
Deontic Authority ◽  
Insight Into

In this article we illustrate how trainers and trainees negotiate epistemic and deontic authority within systemic family therapy training. Adult education principles and postmodern imperatives have challenged trainers’ and trainees’ asymmetries regarding knowledge (epistemics) and power (deontics), normatively implicated by the institutional training setting. Up-to-date, we lack insight into how trainers and trainees negotiate epistemic and deontic rights in naturally occurring dialog within training. Drawing from discursive psychology and conversation analysis, we present an analysis of eight transcribed, videotaped training seminars from a systemic family therapy training program, featuring three trainers and eleven trainees. Our analysis highlights the dilemmatic ways in which participants resist and affirm the normatively implicated trainers’ deontic and epistemic authority. Trainers are shown as mitigating directives and trainees as resisting them, with both displaying (not)knowing, while attending to concerns about (a)symmetry. We discuss our findings’ implications for systemic family therapy training.

Obuke nastavnika kao doprinos jačanju kapaciteta za razvoj osnovnog obrazovanja odraslih u Bosni i Hercegovini

2021 ◽  
Vol 20 (1_2 2020) ◽  
pp. 57-78
Author(s):  
Violeta Orlović Lovren ◽  
Jovan Miljković ◽  
Svjetlana Tubić
Keyword(s):  
Adult Education ◽  
International Cooperation ◽  
Bosnia And Herzegovina ◽  
Methodological Approach ◽  
Political Context ◽  
Project Activity ◽  
Education Association ◽  
Insight Into ◽  
German Adult

The paper is dedicated to the analysis of the effects from teacher trainings which were developed and applied in Bosnia in Herzegovina (B&H), as a project activity within the larger project titled ''Support for adult education: subsequent acquisition of elementary adult education'', which was implemented during 2012-2013 by the GIZ and the Institute for International Cooperation of German Adult Education Association (DVV International), Office in Bosnia and Herzegovina. The reasons for initiating this training and the analysis of its effects are considered in a specific socio-historical and educational-political context, in order to analyze not only the inherited problems of illiteracy, but also the conditions in which the capacity for their resolution and building of a system of adult education are developing today. The methodological approach and findings of the research are presented, which is based on estimates of the teachers on the effects of the training in which they participated. Bearing in mind the insight into the context and findings of the research, possible directions for improvement in this field are suggested.

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