의사소통 합리성 함양과 사회과 교실수업 -하버마스의 의사소통 이론에 관한 비판적 고찰을 중심으로

Abstract

This study is aimed to set the rationale for social studies teaching through re-examining Habermas's communicative theory, criticize the existing strategic teaching-learning action of social studies classroom by this rationale , and search for the alternative communicative action of social studies classroom. The existing purposes of social studies teaching are accepted and pursued under the presupposition that a classroom situation should be controled or disciplined. But communitive actions pursuing mutual understanding are necessarily oppressed by the classroom situation over which strategic actions prevail. Habermas's communicative theory provide the rationale for this point. From the communicative theory, strategic actions are performed by the rational subjects who strive for truth or success. And the rationality which these rational subjects pursue is a instrumental rationality. But communicative actions are performed by inter-subjective agents who pursue mutual understanding. And the subjectless rationality pursued by these agents is the rationality depending on the illocutionary forces of languages. This communicative rationality is constructed when communicative agents perform reasonable persuasion and acceptance actions according to pragmatic presuppositions. Social studies classrooms are still managed under teacher's intention and control even though the overall levels of student's autonomic participation have been improved. But teacher's strategic and perlocutionary actions which control class have some dangers. These dangers are that students are regarded as the instruments of a aim-achievement, reduce autonomic judgement and action gradually, and weaken high-order thinking or capacity. So, one of ways to solve these problems is to vitalize communicative actions in classroom. But even if argumentary communicative methods advantage some students who has language capacity and provides reasonable grounds, those methods disadvantage other students who are immature or alienated culturally. Therefore, we need to accept communicative actions depending on empathetic talk or explanation as well as Habermas's argumentary communicative actions. From these alternative communicative actions, classroom participants can perform open and inclusive communication observing pragmatic presuppositions.