Civil Society and the public sphere

Habermas's recent learning theory

Datos Bibliográficos

ID11476761
AutoresMichael Welton (0000-0001-6097-2010, Mount Saint Vincent University, autor de correspondencia)
Año2001
Volumen33
Número1
Páginas20-34
Fecha de publicación2001-04-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in the Education of Adults (JOURNAL)
Identificadores de la revistaISSN: 0266-0830 • E-ISSN: 1478-9833
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02660830.2001.11661438
OpenAlexW53087089
IdiomaEN
Citas recibidas9
Referencias citadas11

This article argues that Jürgen Habermas's commitment to a deliberative form of democracy, the foundational importance of the lifeworld for healthy human existence, and civil society as the pre-eminent learning domain can help the global adult education movement to understand its potentialities and limitations in a rapidly changing world. The article explicates Habermas's recent articulation of civil society and the public sphere in Between Facts and Norms. We turn to Habermas to learn more about civil society in order to construct an adequate theoretical framework towards the achievement of a learning society that encourages active citizenship, nurtures people-centred work and fosters public spaces that engage a significant minority of citizens in deliberative processes committed to the common weal

Articulation (sociology · Citizenship · Civil society · Communicative action · Construct (python library · Deliberative democracy · Democracy · Environmental ethics · Epistemology · Lifeworld · Political science · Public sphere · Social science · Sociology · Adult and Continuing Education Topics · Foucault, Power, and Ethics · Global Educational Policies and Reforms · Law