An Analysis of the Barriers of Rational Education on Habermas's Perspective based on the Theory of Communicative Action

The main goal of this research is to explain the main dimensions of Habermas' communicative rationality and to analyze and investigate the obstacles to rational education based on this theory. The main issue is what are the obstacles to rational education based on the theory of communicative action. This problem is solved with four questions in the form of identifying a (barriers existing at the level of application b) barriers existing at the level of "type of action", c. barriers existing at the level of functions related to communication rationality, and d. barriers existing at the basic level or lifeworld 1- Obstacles arising from the lifeworld; 2- Obstacles regarding the relationship between the lifeworld and the system have been raised. The analytical descriptive method is used to answer the questions. In this regard, firstly, data collection and sampling from reliable sources have been done, and then qualitative data analysis has been done to achieve the research objectives. The findings showed that the existing obstacles in the development and establishment of rational education based on Habermas's point of view can be categorized into the four levels of beliefs, behaviors, actions, and values. In this way, extreme emphasis on the relativity of knowledge and truth, emphasis on the reproduction of behaviors that distort communication rationality, and the spread of anti-understanding actions are the most important obstacles. These obstacles also become stronger due to the lack of conversational skills, the lack of common ground in communication-based on intersubjective relationships, and the application of domineering beliefs. Also, efforts to establish equal relations and emphasis on justification and truthfulness of information, avoiding colonization of people's communication world, and emphasis on the free sharing of beliefs and feelings are among the factors that moderate the mentioned obstacles.