Research On The Cultivation Of School Public Spirit From The Perspective Of Habermas Communicative Behavior Theory

Public spirit is a spiritual concept conceived in the public field,which is manifested as the individual having public consciousness,being able to assume the main responsibility in public communication and public activities,and realizing the comprehensive accomplishment of public interests.In today’s world,everything is connected,the public sphere is constantly expanding,the public vision is constantly extending,and the publicity of education is increasingly prominent.School public spirit education is an important way to highlight the publicity of education.However,the malady of communication in school life makes the practice of public spirit education ineffective and the effect is not good.Communicative behavior is a practical activity facing others and integrating into the public sphere,which is naturally coupled with the appeal of public spirit.Education is a kind of communication behavior,the education of school public spirit in educational communication can integrate the knowledge and practice of public spirit and cultivate healthy public people with harmonious body and brain.Under the guidance of Habermas communicative behavior theory and the occurrence mechanism of rational communicative behavior,educational communication has rules to follow and public spirit education has laws to follow.Based on the basic viewpoint and theoretical application of Habermas communicative behavior theory,this thesis explores its value to school public spirit education on the basis of systematic explanation of Habermas communicative behavior theory,examines the current communicative predicament of school public spirit education on the basis of normative communication norms,and explores targeted breakthrough paths under the guidance of the theory.This thesis consists of five parts.Part one discusses the necessity and feasibility of this research.This thesis summarizes the existing research on school public spirit education and Habermas’ communicative behavior theory,and confirms the feasibility of taking Habermas’ communicative behavior theory as the basis of research.With literature research,comparative research and historical research as the main research methods,the research idea of guiding school public spirit education with Habermas communicative behavior theory has been formed.Part two explains the related concepts in this study.The public spirit from the perspective of communication is not only the comprehensive quality of internalizing and practicing public value,but also the rational quality of public communication.It is explained that communicative behavior is an interactive,extensive and public practice,which can enhance individual correlation,extend the public interaction scene and generate communicative behavior power.It clarifies the logical relationship between communication behavior and school public spirit education,and holds that the two have the same nature in the pursuit of publicity,and can complement each other in value guidance and practical actions.Part three discusses the contribution of Habermas’ communicative behavior theory to school public spirit education."Living world" provides public cultural background and practical action field for communication behavior,"intersubjectivity" guarantees equal and harmonious interaction between communication subjects,and "discourse understanding" demonstrates public value and seeks public interests.To guide the promotion of public actions,the cultivation of educational subjects and the guidance of public values with "living world","intersubjectivity" and "discourse understanding" can provide a clear public communication path for the public spirit education in schools.Part four examines the dilemma of school public spirit education from the Angle of communication.Communication behavior can promote the development of school public spirit education,but the public value in school public spirit education is covered and the publicity of education is weak.The consciousness of public right and responsibility is lost,and the public right and public responsibility of the education subject are lacking;Limited public action,public participation,practical ability is insufficient.Part five explores the way to break through the dilemma of school public spirit education communication.Combined with the current communication predicament of public spirit education in schools: strengthen the rational consensus,the public pursuit of education;To reshape the intersubjectivity and strengthen the public responsibility of education subjects;To build a rich and comprehensive education field and enhance the public action ability of the educated.