Комунікативна раціональність в контексті сучасної філософії освіти

Abstract

Автор доводить, що в умовах глобалізації ринкова мова узагальнює всі міжлюдські відносини через схему егоїстичної орієнтації персон, через власні преференції кожного, тому соціальний зв’язок, заснований на взаємному визнанні, не вкладається у поняття договору чи раціонального вибору. Відповідно актуалізується необхідність звернення філософії освіти до студій, пов’язаних з сучасними пошуками етики для сучасного світу, зокрема з проектом практичної комунікативної філософії освіти.

Backed by leading representatives of transcendental (ideal) speech pragmatics (K.-O. Apel, Habermas, C. Kuhlman, David Boler, P. Ulrich etc.) we investigate the basic postulates of communicative philosophy, as a new paradigm of modern philosophy. The theory of communicative action, according to the author, was aimed at identifying more fundamental principles of general and obvious knowledge and accuracy and universality of ethics and values. It means that communication, achieving its perfect form in the discourse, has become the means by which individuals would be able to discuss and justify their norms and values. The basic postulate of transcendental pragmatics – communicative or discursive ethics – is the postulate of the birth of truth. The studies of this becomes possible only if the opinion is expressed through language and shown in the form of a text, in which it is constituted in the specially designed forms of language. The text appears as a special system, which is characterised by completeness and integrity, as well as by internal coherence and consistency. It is in the text that the consciousness of the subject can actualize itself because the exchange of knowledge and experiences, emotions, values, ideals and norms is not possible without generation and interpretation of texts. So, the text becomes a source of information and knowledge about a particular subject reality, and in this sense it is a fundamental concept of culture. The concept of truth in this case means something that fulfills the requirements of mental communication accompanying the discourse. So, it’s the adherence to certain procedures that outlines the process of obtaining information, namely the identifying of the main theses of the author, the formulation of your own contra theses, allocation of mental space, in which the dialogue is going on. It means that the emphasis is laid not on the fact that something is definitely perceived as the truth, but on the process of the generation of the truth. So, the task is not to convey the truth, but to actualize the relation to the truth, to make it the subject of reflection, criticism and understanding. When the truth is associated with the communication between two or more subjects, that is with intersubjectivity, there appears a moral and normative discourse and the need to solve the issues of ethics and education in the doctrinally-ideological sphere. It is emphasised that the fi rst important step in solving the problem of educational communication is to examine the correlation between ethics and logic in the functioning of the participants of the educational process by means of meaningful communication. Actually, education, besides the communication between professionals, is functioning and implemented adequately only when there is meaningful communication. And here two important issues are raised. The fi rst one is connected with the understanding of the relationship between science and ethics in modern industrial society, i.e. the ethics of responsibility for the fate of a planetary civilization generated by technological consequences of science, the second one is connected with the relationship between objectivity and ethics. The conclusion is that the representatives of the theory of communication in times of the crisis of the religious and rationalistic philosophy set themselves a task of finding new principles of ethics, the ethics of responsibility that would fulfill the critical or legitimate function and oversee the development of modern society. The adoption of a fundamental norm of communicative ethics (recognition of the needs of others as universally valid, provided they harmonize with your own during the argumentative discourse) can harmonize the activities of the subjects of pedagogical process. Communicative society is always in the process of exchanging products of labor, thoughts and knowledge. Actually, it is during such communication that the knowledge acquires the status of rational knowledge. And communication presents itself as being impossible without ethical rules. So, communication itself and the claim for truth and rationality are leveled without ethical norms.