بازخوانی نسبت تعلیم و تربیت صلح بر اساس نظریه‌ی کنش ارتباطی هابرماس: صورتبندی مفهوم حوزه‌ی عمومی تربیتی

Introduction
Contemporary educational systems increasingly operate under the hegemony of instrumental rationality, institutional standardization, and competitive individualism. Rather than fostering critical agency and democratic disposition, these structural dynamics colonize the educational lifeworld, reducing pedagogical engagement to technical efficiency and reproducing symbolic violence. Consequently, conventional schooling frequently falls short of cultivating peace-oriented citizens capable of non-violent conflict transformation. While mainstream peace education initiatives often emphasize superficial behavioral modification or moral exhortation, they tend to overlook the underlying structural and communicative conditions of the learning environment. This study addresses this theoretical and practical gap by examining how educational institutions can transcend instrumental constraints to foster authentic, non-violent human coexistence.
Theoretical Framework
The theoretical architecture of this inquiry is grounded in Jürgen Habermas’s Theory of Communicative Action. Habermas conceptualizes communicative action as interaction oriented toward reaching intersubjective mutual understanding, free from systemic coercion, manipulation, and strategic domination. In contrast to strategic action—which treats others as instruments for self-interested ends—communicative action relies on the reciprocal redemption of universal validity claims: truth, normative rightness, and sincerity. By integrating this framework with Johan Galtung’s conceptualization of positive peace—defined not merely as the absence of direct violence, but as the dismantling of structural and cultural violence—this study introduces the heuristic model of the “Educational Public Sphere” (Öffentlichkeit). This model posits the school as an autonomous democratic sphere capable of immunizing the educational lifeworld against bureaucratic and market colonizing pressures.
Methodology
This study adopts a theoretical-philosophical research design, employing conceptual analysis and normative deduction. The analytical trajectory was conducted across three interconnected stages:
First, a conceptual deconstruction of instrumental and communicative rationalities within educational settings was undertaken; Second, the educational implications derived from Habermas’s communicative paradigm were rigorously inferred; Third, a normative synthesis was formulated to articulate the dimensions of the Educational Public Sphere and its contribution to positive peace.
To ensure qualitative rigor and conceptual validity, findings were subjected to iterative expert validation and theoretical triangulation across critical theory and contemporary peace research.
Findings & Discussion
The conceptual synthesis demonstrates that instrumental educational paradigms systematically constrain deliberative communicative spaces, thereby institutionalizing structural and symbolic exclusion. In response, the Educational Public Sphere is conceptualized as an emancipatory counter-model articulated through three core pedagogical dimensions:
First, as a deliberative space for free and equal dialogue, wherein participants bracket institutional hierarchies to engage in critical reflection on shared socio-political and educational concerns; Second, as a practicing arena for the ideal speech situation, providing an institutionalized setting where communicative engagement is insulated from asymmetrical power relations and guided exclusively by the unforced force of the better argument; Third, as a collaborative forum for cultivating communicative competence, systematically nurturing students’ abilities to articulate validity claims, exercise mutual perspective-taking, and resolve conflicts through consensus rather than coercion.
Comparative theoretical insights from international democratic schooling models further corroborate that when educational environments mirror public spheres, educational actors exhibit higher democratic engagement, reduced systemic aggression, and an internalized ethos of non-violence.
Conclusion
This inquiry concludes that sustainable positive peace is not merely an institutional state or an abstract curriculum subject; rather, it is the deliberate outcome of critical, communicative, and ethical praxis cultivated within an educational public sphere. Transforming educational institutions from instruments of symbolic reproduction into vehicles of genuine peace requires coordinated structural reforms: Structurally and politically, policy frameworks must move away from rigid centralization toward local educational autonomy, shared governance, and deliberative school councils; Pedagogically and professionally, the educator’s role must be redefined from an authoritative transmitter of canonized knowledge to a critical facilitator of discourse, supported by a shift from high-stakes standardized testing to dialogic, portfolio-based assessment cultures; Culturally and ethically, the institutional lifeworld must be revitalized through interdisciplinary peace ethics, human rights inquiry, and the active dismantling of hidden curriculum mechanisms that legitimize authoritarian relations.
Ultimately, the Educational Public Sphere offers a robust theoretical and normative framework for reconstructing schools as laboratories of democratic life, civic solidarity, and durable positive peace.