Examination of the Acceptance of Habermas's Communication Theory in Japanese Education

Response to the Issues Raised by Michiyo Mori

Abstract

The purpose of this study is to examine the validity of Michiyo Mori's criticism of the acceptance of Habermas's theory in language pedagogy. Mori examined the communication theory of Habermas and denied its validity as an analytical framework of language activities. Mori offered a number of objections, not only regarding the area of "speaking-listening," but also about the incorporation of communication theory into language education. An examination of these discussions revealed three results contrary to Mori's objections. First, Habermas's communication theory has significance as an analytical framework of language activities. Second, emotion is positioned in the communicative act. Third, the communication theory considers "otherness." Additionally, this research illustrates that communication theory has significance because it includes the opportunity to receive "otherness."