Teachers And Students Of Public Discourse Space Research

Habermas discourse ethics is a communicative dialogue theory based onlanguage communication and communicative rationality. It’s a normal theory presentin the communication of the main presupposition communication rules. Discourseethics on the basis of communicative rationality,the Universal Pragmatics and lifeworld, in this theory universal principles and ethical principle as the fundamentalprinciples of the theory of dialogue culminated in a consensus reached.As a public field, a variety of relevant education phenomenons and the problemsexisting in the education field.Thus formed in the field of education about theeducation problems of their views and comments “public discourse space”. Thesignificance of public discourse space "is to exist as a field prompted both teachersand students the main communicative action. Teachers and students in publicdiscourse space discarded the master of teacher authority that exist the traditionalteacher-student interaction process, the teachers and students have right to presenttheir views on the agreed norms of reasonableness, fairness, so teachers and studentscan enter each other subjective world. there are differences, conflicts, differences inthe talks process to reach a consensus. Teachers and students to discuss the principlesof education will be reached by consensus or comments with the relevant educationauthority of "dialogue", triggering its concern. The principle of universality indiscourse ethics relates to the issue of the validity of the consensus, the consensusreached by the teachers and students in discussions representative of the will of themajority, for teachers and students is voluntary rather than forced to accept and follow.So both the teachers and students to discuss a virtuous cycle process and can improvethe effectiveness of the education policy-making under the premise of ensuring theinterests of the teachers and students.In this article, perspective of Habermas’s discourse ethics of teachers andstudents in public discourse space is divided into four parts to be discussed. Discourseethics and public discourse space connotation demonstrated through the first part ofteachers and students of public discourse space to construct the theoretical basis; second part of the teachers and students of public discourse in this article the conceptof space defined and further its characteristics and classification detailed description;part III on the basis of the second part of the current construction of public discoursespace of this paper, the teachers and students are facing challenges and opportunities;discussed at different levels based on macro and micro fourth part of the main contentis based on discourse ethics perspective elaborated Construction of the teachers andstudents of public discourse space, respectively, from the ideal and reality.Construction of the teachers and students of public discourse space as the pursuit ofan ideal to create a free and equal dialogue context to achieve, including the mediumof language symbols, as background to the life of the world to ensure that teachersand students the right to speak. To eventually achieve ideal across need to enhanceexchanges of teachers and students in real practice qualification to achieve, includingimproving the learning mechanism of the body to ensure the validity of verbal andimprove the ability to reflect other ways.