Rationality and Validity: From Habermas’s Communicative Action to Mezirow’s Transformative Learning Theory
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Abstract
The aim of this paper explores a relationship between Jürgen Habermas’ the concepts of rationality and validity claim, which are the element of theory of communicative action, and Jack Mezirow’s transformative learning theory both theoretical knowledge and educational practice. Using documentary research and document analysis interpreted texts from the major source and relevant sources. Keeping a journal form as a research instrument in this study. The major sources were The Theory of Communicative Action: Volume one: Reason and the rationalization of society, which is a volume one 1984 book by Jürgen Habermas, and Concept and action in adult education, which is Jack Mezirow’s academic paper, 1985. Other fourteen sources were books and academic papers, which relevant to Mezirow’ concepts relies on Habermas’ the concepts of rationality and validity claim. A qualitative data analysis as a framework and process of analyzing data. The findings of this study indicated that Habermas’ the concepts of rationality and validity claim was the foundational concepts of adult education field that relatively appeared in their definition, goal, mission and educational practice. Moreover, self-directed learning and the consensual validity of dialogue process were the theoretical root of constructing transformational processes in both the individual and collective levels, and were the basic of important conditions and aspects for participants in dialogue learning. At a later time, it was “transformative learning theory” which developed by Mezirow.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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