KOZHUKHOVSKIY P.S. —
Axel Honneth’s concept of three dimensions
// Philosophical Thought. – 2016. – ¹ 2.
– P. 91 - 104.
DOI: 10.7256/2409-8728.2016.2.17717
URL: https://en.e-notabene.ru/fr/article_17717.html
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Abstract: The subject of this research is the theory of the “struggle for recognition” of Axel Honneth, a prominent representative of the modern liberal thought. This work explores the main idea of Axel Honneth’s theory, in which he mentions about the existence of the three spheres of dimension within the phenomenon of recognition – existence as an emotional, normative (ideological-rational), and social recognition. We should note that this topic carries a relevant character in the modern philosophy and is examined by many scholars in Russia and abroad. The main conclusion consists in the actualization of the problematics presented by Axel Honneth. Unfortunately, the modern Russian philosophy does not give due attention to this subject of study, although in the West the problem of recognition is a very popular, as well as one of the most debatable topics today.
KOZHUKHOVSKIY P.S. —
Ted Fleming “Recognition in the work of Axel Honneth: Importance of the theory of transformative learning”. (Translation)
// Philosophical Thought. – 2016. – ¹ 1.
– P. 96 - 110.
DOI: 10.7256/2409-8728.2016.1.17371
URL: https://en.e-notabene.ru/fr/article_17371.html
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Abstract: The highly rational and abstract reasoning of Habermas related to the formation of democratic will along with the rules on involvement into such reasoning, affected the theory of transformative learning. Communicative activity, as well as critical self-reflection requires energy. Conditions that allow to reason are the abilities towards the adult education, for example the development of critical self-reflection on the same level as the ability to take part in the “critical dialectic reasoning, which includes the assessment of assumptions and expectations and supports faith, values, and feelings” [1, p. 60]. These difficulties, at least partially, lead to a different understanding of the transformative learning, as in the works of Boyd and Meyer [2], as well as of Taylor [3]. From the very beginning, Mezirow [4] closely united the transformative learning with the project of critical theory and formation of democratic will described by Habermas. Jefferson, Marks and others noted that democratic participation is an important mean for self-improvement and produces individuals who are most tolerant to changes, sensitive to reciprocity, mora capable of moral reasoning and more adjusted to self-reflection [1, p. 60]. The theory of transformative learning is being criticized based on the absence of the fundamental proper understanding of social dimension in education [6]; thus it encourages further explanation and advancement of this theory [1].