Reference:
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.
DOI: 10.7256/2409-8728.2016.1.17371
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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].
Keywords: Axel Honneth, The struggle for recognition, Political philosophy, Philosophy of Freedom, Modern philosophy, Liberal philosophy, Confession, Social philosophy, Justice, The philosophy of justice
References:
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Learning, 1, 58-63.
Boyd, R.D. & Meyers, J.G. (1988). Transformative Education. International Journal of Lifelong Education, 7, 261-284.
Taylor, E.W. (1998). The theory and practice of transformative learning: A critical review, Columbus, OH: ERIC Document Reproduction Service Information Series No. 374. [ED 423-422].
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.
Honneth, A. (1998). Democracy as reflexive cooperation: John Dewey and the theory of democracy today. Political Theory, 26(6), 763-783.
Collard, S. & Law, M. (1989). The limits of perspective transformation: A critique of Mezirow’s theory. Adult Education Quarterly, 39(2), 99-107.
Zurn, C. (2000). Anthropology and normativity: A critique of Axel Honneth’s ‘formal conception of ethical life’. Philosophy and Social Criticism 26(1), 115-124.
Habermas, J. (2002). The Inclusion of the Other: Essays