A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

Abstract

This paper is an exploration of the relevance of Habermas's social theory for understanding meaning making in the context of shared online interaction. It describes some of the key ideas within Habermas's work, noting the central importance it gives to the idea of communicative action -a special kind of discourse in which there is 'no other force than that of the better argument' and no other motive other than 'the cooperative search for truth'. The paper then turns to the referencing of Habermas by educationalists in general and by supporters of online discussion in particular. It argues that a Habermasian perspective on meaning making is one in which participants strive for 'genuine consensus' by interrogating their own beliefs while actively engaging with opposing points of view. The value of this approach is that it introduces a concern for validity or truth into discussion of knowledge building and discriminates between emancipatory and strategic goals. While critics would argue that genuine consensus is not achievable, from Habermas we can better understand the importance of striving for such consensus.

Authentic Assessment in Higher Education: Applying a Habermasian Framework

“…Often, critical pedagogy and education theories offer an almost diametric opposition to prevailing neoliberal economic ideologies. However, a theoretical approach such as Habermas' (1971) KCIs offers a more pragmatic balance for adult education (Hammond, 2015;Kruszelnicki, 2020) and therefore notions of authentic assessment. This means instrumental learning can take place alongside communicative and emancipatory learning.…”

“…This is the emancipatory knowledge interest, which involves self-reflection, self-determination, and the "creation of knowledge which furthers autonomy and responsibility" (Roderick, 1985, p.52). Each of these interests is essential to human social existence, and therefore ought to be represented in education (Boud & Brew, 1995;Denton, 2011;Hammond, 2015;Kruszelnicki, 2020). This interest has parallels in Freire's (2018) critical pedagogy, whose focus is on a democratic form of education that addresses social inequalities (Vassalo, 2013), and in Mezirow's (1981; transformative learning theory.…”

“…While each of these knowledge interests is vital and ought to be represented in higher education (Hammond, 2015;Kruszelnicki, 2020), it is the emancipatory interest that most directly concerns the authenticity of being. The emancipatory interest directly addresses the innate need to critically reflect on one's thinking, circumstances and environment, and it involves a focus on adult independence and responsibility, or Mündigkeit (maturity) (Habermas, 1971, p.197-198).…”

What is an online community? A new definition based around commitment, connection, reciprocity, interaction, agency, and consequences

“…McConnell, 2000;Stahl, 2006) and to develop ideal speech situations (e.g. Hammond, 2015). Learning OCs have, further, often been expected to address asymmetries, for example between learners and teachers (Harasim, 2000), between genders and disadvantaged groups (Schejter and Tirosh, 2012).…”

Ηλεκτρονική Μάθηση, Ταυτότητες Και Ψηφιακός Εκπαιδευτικός Λόγος

“…Στη βιβλιογραφία η ίδια οπτική έχει ονομαστεί και τεχνο-ρομαντική οπτική(Hammond 2015) ή τεχνολογικός ντετερμινισμός(Andrews & Haythornthwaite 2007), ακριβώς γιατί οι τεχνολογίες αντιμετωπίζονται ως ένας καθοριστικός παράγοντας εξέλιξης σε ποικίλους τομείς.…”