Habermas and the Post-Modern Transformation of the Concept of Formation

Abstract

This paper points out the relationship between education and formation in
modem times. It emphasizes the transformation of the category formation - in the postmodem
work of Habermas' theory of communicative action. The theory of communicative
action modifies the transcendental reason of Enlightenment that appears as communicative
action. The communicative rationality is revealed as cognitive moral and
expressive argumentations. These argumentations are established as formative processes.
In order to comprehend and reconstruct these processes the cooperation of Philosophy
and Social Sciences is necessary. This integrative work transforms the abstract
and monological concept of the enlightened process of formation into life-world interactions
that result from the social learning process which implies argumentation. This
cooperative work between Philosophy and Social Sciences results in meaninfull consequences
to a comprehensive critique of educational action in post-modern times.