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Educational Philosophy of Communication : Focused on Communication Theory of J. Habermas and Haegang
Philosophy of Education
2011,
(45), pp.31-63
DOI : 10.22918/pesk..45.201112.31
Publisher : The Philophy Of Education Society Of Korea
Research Area : Education
DOI : 10.22918/pesk..45.201112.31
Publisher : The Philophy Of Education Society Of Korea
Research Area : Education
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The purpose of this study is to clarify the constructive logics of communication in Habermas and Haegang to find its implications for educational communication. The results can be summarized as follows. :First, Habermas’s theory of communication includes theory of cognitive interests and theory of communicative action. On the theory of cognitive interests, the emancipatory cognitive interest guarantees communication by virtue of its self-reflective nature. And On the theory of communicative action, validity claims and ideal speech situation are condition of communication. Second, Haegang’s theory of communication includes theory of unhwagi and thought of great equality. On the theory of unhwagi, goal of knowledge is communication of gi between man and man, man and nature. And On the thought of great equality, communication is the unification of the natural way and human life. Thirdly, Habermas’s theory of educative communication includes two aspects. : One is communication of normative orientation and scientific certainty. The other is communication of teaching and learning. Critical educational paradigm overcomes weaknesses of other paradigms(scienticism and relativism). And in the communicative classroom, teacher is a student, student is a teacher(mutual education). Finally, Haegang’s theory of educative communication includes two aspects: One is communication of learning for self-perfection and learning for self-revealation. The other is communication of man and nature. Idealism and actualism in education is not problem of either or. And the greatest teacher is a teacher of gi, who teaches both texts and humanity.
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