Learning at the Post-Conventional Stage : a Habermasian Approach.

Abstract

  Many researchers in Japan as well as overseas have tried to apply Habermasian theory to what most modern pedagogies call ‘learning’. But by restricting ‘learning’ to specific institutions, places, groups, they fail to recognize that ‘learning’ at the post-conventional stage cannot be fully analyzed in that restricted way. Habermas' critical theory itself is a learning theory. It ‘reconstructs’ the general structure of learning specific to our time.

  According to Habermas, constitutional states (and its members) are supposedly at the post-conventional stage. At this stage, we are compelled to judge rules all the more post-conventinally. This tendency prevails more in the present condition of capitalism, as process of understanding-oriented action coordination (strictly speaking, such process of reproduction of symbols as, 1. cultural reproduction, 2. social integration, 3. socialization) is distorted in favor of purpose-oriented ‘system integration’, (that is, ‘colonization of the life world’).

  The purpose of ‘reconstruction’ which critical theory (that is, theory of communicative action) tries. is one of ways to reflect ourselves by understand this learning process.