ERIC Number: ED401409
Record Type: RIE
Publication Date: 1996-May
Reference Count: N/A
Traditional Modernity, Postmodernity and Communicative Modernity. Related Issues in Constructing Roles and Learning Tasks of Adult Education.
In the new historical and sociocultural context, one of the most outdated foundations of education and social movements is the traditional subject-object perspective of transformative leadership. Three ways to deal with this dilemma of "decentering" the subject are as follows: to maintain traditional convictions and assumptions, to deny the possibility of any transformative utopia, and to elaborate transformation perspectives adequate for present societal needs. When the modernist foundation of the transformation of the object by the subject was in crisis, poststructuralists proposed the dissolution of the subject. They stated that any orientation to transformation is a wrong perspective because no one knows what is good or bad, right or wrong. Adult education has transformation as its essential aim. Postmodernism is, in the field of adult education, principally an attack on transformational perspectives. Like poststructuralism and postmodernism, the Theory of Communicative Action (TCA) is a reaction to a crisis of traditional modernity. Instead of the postmodernist proposal of the dissolution of the subject, TCA makes the resourceful contribution of communicative rationality grounded in intersubjectivity. Therefore, TCA reinterprets modernity from the philosophy of subject with a new understanding of modernity grounded on communicative rationality and the justification of belief through consensual validity. (Contains 21 references.) (YLB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Constitutive Interplay midst Discourse of East and West: Modernity & Postmodernity Renderings in Adult & Continuing Education; see CE 072 896.