Επικοινωνιακή λογικότητα και γλώσσα: μετατόπιση από τη μορφή στη σημασία: προοπτικές στην εκπαίδευση

Περίληψη

This article discusses Habermas's notion of communicative rationality in order to clarify the communicative dimension of language, and draw some of its implications for educational policy and practice. Habermas's concept of communicative rationality, which grounds the communicative dimension of language brings forth the «double surface structure» of language; thereby making visible its two interrelated dimensions, namely propositional content and interpersonal relations. These dimensions, in turn, define language as both linguistic competence and linguistic performance. It is argued here that the Habermasian frame of communicative rationality, can be used to ground claims which seemingly are contradictory, That is to say, that language is a system, and must be treated as such when teaching it; and (hat language is its use, and therefore children should lean: to use it in specific contexts. In order to illustrate the habermasian frame, we have used elements from the current Greek Language Curriculum for Primary' Education (children's textbooks and teachers' guides). Our conclusions are that there is incongruence between explicit intentions to promote communication as a main dimension of language, and a clear epistemological basis (perspective) to support it.