ABSTRACT Education is in itself a project of Enlightenment. The critical theory of the Frankfurt School, whose origin and development bear the imprint of self-destructive social-cultural processes of modernity and of the Holocaust, can count as an attempt to continue the process of Enlightenment through radical self-criticism. The paper presents the approach of the first generation of critical theory and then Jurgen Habermas' critique of this approach and his reconstruction of critical theory in his theory of communicative action. Special emphasis (...) is laid on the discussion of the ethical implications of human communication. From this background the paper enquires what significance these reflections could have for a revised concept of education. (shrink)

Education is in itself a project of Enlightenment. The critical theory of the Frankfurt School, whose origin and development bear the imprint of self-destructive social-cultural processes of modernity and of the Holocaust, can count as an attempt to continue the process of Enlightenment through radical self-criticism. The paper presents the approach of the first generation of critical theory and then Jurgen Habermas’ critique of this approach and his reconstruction of critical theory in his theory of communicative action. Special emphasis is (...) laid on the discussion of the ethical implications of human communication. From this background the paper enquires what significance these reflections could have for a revised concept of education. (shrink)

Should a society oriented towards justice provide parents with the possibility of enhancing their children's genes? The opposing arguments of authors in the Rawls School and of the theorist of communicative action, Jürgen Habermas, are analysed in terms of their key concepts. Their positions are then assessed from the point of view of the principles of the pedagogical task to educate towards autonomy under conditions of asymmetry. They each call for respect both of children's difference and of their dependence, and (...) they ask for parents to moderate their expectations. In the light of this, Habermas's critique of genetic intervention, based on a Kantian understanding of autonomy as the capacity to be moral, on Kierkegaard's concept of being able to be oneself, and on respect for finitude, is here to be justified. (shrink)

Should a society oriented towards justice provide parents with the possibility of enhancing their children’s genes? The opposing arguments of authors in the Rawls School and of the theorist of communicative action, Jürgen Habermas, are analysed in terms of their key concepts. Their positions are then assessed from the point of view of the principles of the pedagogical task to educate towards autonomy under conditions of asymmetry. They each call for respect both of children’s difference and of their dependence, and (...) they ask for parents to moderate their expectations. In the light of this, Habermas’s critique of genetic intervention, based on a Kantian understanding of autonomy as the capacity to be moral, on Kierkegaard’s concept of being able to be oneself, and on respect for finitude, is here to be justified. (shrink)

Since the turn of the millennium Jürgen Habermas's contributions to social and political theory have been increasingly turning toward matters of religious and theological relevance. This article weighs up the import and coherence of Habermas's recent reflections on religious belief and its relationship to reason and modernity in Western philosophical culture. At the forefront of the analysis stands Habermas's conception of appropriate “limits” and “boundaries” between the domains of knowledge and faith and the possibility and desirability of a process of (...) “discursive translation” of contents of religious language into forms of secularized, universalizing moral argument. The article defends the thesis that Habermas's project of a rapprochement between contents of religious language and norms of scientific thinking founders on its attempt to reconcile too many different, conceptually centrifugal tendencies. However, these difficulties and inconsistencies in Habermas's recent thinking remain instructive and ought to continue to engage the interest of scholars concerned today with the question of how far the philosophy of the social sciences can and cannot accommodate commitments to theism in the practice of research. (shrink)

This article focuses on the politics of memory and forgetting after Auschwitz and apartheid. In the first two sections Habermas' critical contribution to the German Historikerstreit is discussed. Important in this regard is the moral dimension of our relation to the past. In the next two sections the emphasis shifts to South Africa and more specifically the work of the Truth and Reconciliation Commission (TRC). The article ends with a general discussion of the dilemma of historical 'truth' and representation in (...) contemporary societies. Key Words: apartheid • Habermas • Historikerstreit • history • South Africa. (shrink)