Modern society frequently fails to achieve the goal of improved rationality and this is largely because the conditions for ideal speech do not prevail. We do not always permit everyone an equal opportunity to explain their point of view and the force of the best argument does not always prevail. Communication becomes more difficult when people cannot meet face to face, but it is also hindered when people cannot contact one another easily. There is, therefore, a trade-off between using computer-mediated media for communication and speaking to each other in person. Although meaning can never be shared to the extent that two individuals have precisely the same interpretation of a concept, and society is not based on individuals uniformly embracing identical views or values, in every day life consensus needs to be reached and truth claims, normative validity claims and aesthetic validity claims must be made, debated and eventually accepted or refuted. Collaboration on substantial tasks that require the development of concepts and reconstruction of meaning depends on effective communication. In the distributed social structures which have developed as a result of globalisation it is important that dispersed teams are able to work together. This includes collaborative learning in distance education. In the action research undertaken first year Informatics students could choose between doing team work face-to-face, or as dispersed teams communicating via e-mail or WebCT. The discussions were recorded and were analysed to identify the different types of communicative action engaged in. This was done to understand how this group collaborate so that success factors could be identified and proposals be made regarding education in the use of e-mail. It was found that the virtual (dispersed) teams studied did not succeed in collaborating. Communication ability is defined in this thesis as the skill that compensates for the inherent leanness of the medium used. A number of depictions of factors contributing to successful asynchronous collaboration are provided. Different classes of information and time, trust and communication ability assist in constructing meaning when text is communicated electronically. This led to suggestions regarding improving the communications ability of individuals. / Dissertation (PhD (Information Technology))--University of Pretoria, 2003. / Informatics / unrestricted

This paper presents a revision of the way in which Jürgen Habermas returns to the critical tradition of Marxism regarding the topic of ideology. After the characterization of Habermasian thinking regarding the progress of instrumental rationality (at the expense of communicative reason) it confronts the debate between Habermas and Niklas Luhmann within German Social Theory. Finally, the third section focuses on showing the differences regarding the conception of the place of law in society, based on the theoretical frameworks of Habermas and Luhmann. / El presente trabajo plantea una revisión de la forma en que Jürgen Habermas retoma la tradición crítica del marxismo respecto del tópico de la ideología. Luego y a partir de la caracterización del pensamiento de Habermas respecto del avance de la racionalidad instrumental (en detrimento de la razón comunicativa) afrontaremos el debate que han sostenido Habermas y Niklas Luhmann en el seno de la Teoría social alemana. Finalmente, la tercera sección se centra en mostrar las diferencias en la concepción sobre el lugar del derecho en la sociedad, a partir de los marcos teóricos de Habermas y Luhmann.

This thesis examines how communication technology is used for creating a democratic and committed participation within collective action organizations (CAOs). This is achieved by illuminating how organizations' structure and culture relate to their communication. It’s done by in-depth interviews with network-based movements and association-based organizations, and analyses of their digital newsletters. The analysis is based on affordance-driven theory, capturing the interaction between organizations and their digital platforms. The focus lies on how internal democracy and collective action are afforded or constrained to some degrees. Degrees of deliberation for creating common ground and active participation are made visible by using the concept of communicative action. Theories within social movement studies, such as collective action, broaden the understanding of how the perception of digital tools shapes and is shaped by their structure and culture. The results show that the usage and coordination of communication channels is essential for the practice of internal democracy in everyday work, beyond annual meetings and board meetings. Independent chat-based platforms enable an increased control of conversations, cooperation and coordination, while information overload and effective decision- making processes can hinder democratic participation. Commercial social media platforms such as Facebook enables new flows of engagement and connectivity but constrains coordination and control of the framing process within Facebook groups. Additionally, unpredictable algorithms and advertising policy on Facebook makes it difficult to reach out. Overall, the study suggests a broadened view of communication, where communication and usage of digital media should not be considered as instrumental entities. Rather, it is strongly related to how channels are being coordinated, how organizations are organized and the view of participation. Formal structures can both hinder and enable increased communicative action that contributes to democratic participation.

本論文主要任務為探討哈伯瑪斯（J?rgen Habermas, 1929-） 於《溝通行動理論》（Theorie des kommunikativen Handelns, 1981） 中生活世界概念與其普遍語用學之關聯

During the last decade, issues concerning ethics and values have been given much attention in debates on education as well as in society in general. The problems surrounding such issues are tied to current societal trends towards growing differentiation, individualisation, and increasingly fragmented value systems. Consequently, the core values of pre-schools and schools are currently stressed also as a basic ethical and democratic responsibility of teachers and other pedagogical personnel. The aim of this dissertation is to analytically reconstruct pedagogic discourses on issues related to core values and ethics. The research perspective includes a social-philosophical point of departure with a focus on Habermas’s theories of communicative action and discourse ethics. The methodology builds on critical discourse analysis. The results shed light on the ways in which teaching teams in pre-schools and schools at different levels discuss and attempt to reach agreement concerning a local document focussed on professional ethics. There are striking differences as to how ethically relevant concepts such as "starting from the childrens' / pupils' own capabilities," "sense of security," "responsibility," "respect," and "active participation" are talked about. In the theoretical reconstruction that follows, it is argued that the discussions can be understood as communication about and within particular types of contextual discourses. The five types of discourses formulated in the study are the following: "efficiency-oriented discourse," "normative tradition-oriented discourse," "care-oriented discourse," "communication-oriented discourse," and individual-oriented discourse," all of which are mutually related to each other. When the conversations are analysed from the perspective of critical discourse theory, a deeper understanding emerges of how childrens' learning about ethics and morals takes place in relation to the types of pedagogic discourse they encounter. Efficiency-oriented, normative tradition-oriented and individual-oriented discourse may lead to learning that counteracts the aims of schools as meeting-places for democracy. However, care-oriented discourse and communicative-oriented discourse both embody qualities that may increase the opportunities to work towards overarching educational goals such as democracy and solidarity. The results of the study show that the lofty ideals presented in educational directives and policy documents risk giving rise to exhaustion and feelings of guilt among pedagogues trying to live up to them when adequate resources are not available. The ability to make sound moral judgements may deteriorate due to increasingly stressful work situations where demands are not in line with the actual resources of everyday pedagogic contexts.

La Théorie de l’agir communicationnel (1981), du théoricien allemand Jürgen Habermas, figure parmi les plus importants ouvrages de sociologie et de philosophie sociale du XXe siècle : son caractère universaliste, visant l’élaboration d’une théorie globale de la société occidentale moderne, en fait un écrit dont la réputation n’est plus à faire dans une diversité de champs académiques issus des sciences sociales. Toutefois, la théorie habermassienne n’a inspiré à ce jour qu’un nombre restreint d’études portant spécifiquement sur son articulation à l’éducation, que ce soit sur le plan de la nature de l’activité éducative ou encore d’une caractérisation théorique de l’éducation moderne institutionnalisée : ainsi, comment la théorie de l’agir communicationnel nous permet-elle de mieux comprendre les rouages de l’acte éducatif moderne et contemporain ainsi que l’évolution historique, politique et sociale des institutions scolaires européennes et nord-américaines? En tant que théorie de la société basée sur un renouvellement communicationnel du concept de rationalité, de quelle façon s’inscrit-elle dans une tradition philosophique éducative aux sources de l’école occidentale, et nous renseigne-t-elle sur les fondements de la relation pédagogique entre maîtres et élèves? En proposant une série de considérations à ce propos, cette thèse représente à la fois une étude des rapports entre la pensée philosophique et sociologique d’Habermas et l’éducation ainsi qu’une forte critique de celle-ci : en effet, la problématique centrale qui se dresse et subsiste à une articulation de la théorie habermassienne à différentes sphères éducatives demeure celle du statut de l’enfant dans un tel système rationaliste qui, malgré ses visées émancipatoires et libératrices pour l’acteur social, perpétue une négation de l’enfance propre au rationalisme de Platon à Kant. Dès lors, comment réfléchir l’éducation contemporaine à l’aune de la pensée habermassienne? Comment, finalement, penser l’éducation pour et contre Habermas? / The Theory of Communicative Action (1981), by the German theorist Jürgen Habermas, is among the most important works of sociology and social philosophy of the 20th century: its universal character, which aims to develop a comprehensive theory of the Western modern society, benefits from a well-established reputation in a variety of academic fields from social sciences (philosophy, sociology, anthropology, political science, law, history, ethics, etc.). However, to date, Habermas's theory has only inspired a limited number of studies in education in terms of the nature and aims of the educational activity or the theoretical characterization of institutionalized education in Modernity : thus, how does the theory of communicative action allow us to better understand the foundations of education’s historical, social and political development in Europe and North America? As a theory of society based on a communicative reinterpretation of the concept of rationality, how does Habermas's theory, as a prolongation of the educational and philosophical traditions at the sources of the Western modern school, can inform us about the mechanisms of the pedagogical relationship between teachers and students? In proposing a series of considerations to answer these questions, this thesis is both a study of the relationship between the philosophical and sociological thought of Habermas and a strong critic of his perspective : the central issue that remains unanswered from the philosopher is the child's status in such a rationalistic system that, despite its emancipatory and liberating ideals for the social actor, perpetuates a form of denial of childhood present in the rationalist tradition from Plato to Kant. How can we then reflect on contemporary education regarding Habermas's theory? How, finally, can we conceptualize education with and against Habermas?

Ce travail doctoral s’intéresse principalement  aux concepts d'éthique commerciale, du développement durable et de la responsabilité des entreprises.  Cette recherche souligne l'émergence d'un monde globalisé où les pays, les citoyens et les entreprises sont connectés les uns aux autres, par des liens économiques, politiques, sociaux et technologiques. La mondialisation de nos sociétés et de nos économies posent des défis complexes à multiples facettes. Afin de faire face à ces défis, les entreprises doivent assumer les nouveaux rôles, et redéfinir leurs responsabilités. Ces responsabilités proviennent de l'évolution des attentes sociétales concernant les entreprises et leurs devoirs. C'est pourquoi le discours social sur la responsabilité des entreprises met en évidence les attentes sociétales émergentes. En outre, au sein des entreprises, le discours de la responsabilité illustre la réaction des entreprises face à ces nouvelles attentes. Enfin, ces discours influencent le développement cognitif des consommateurs et, par conséquent, impactent leurs attitudes et leurs comportements. Les défis du développement durable et de la responsabilité des entreprises sont complexes, conflictuels, et parfois contradictoires. Il est impératif d’accentuer nos efforts sur notre capacité à écouter, à délibérer et à créer ensemble des principes applicables universellement. Ainsi, je suis une approche discursive et mobilise la théorie de l’agir communicationnel de Habermas (1981) en tant que cadre global théorique. Ma thèse contient trois études de recherche, chacune se concentrant sur un axe de la responsabilité : la société, les entreprises et les consommateurs. Le premier article présente une analyse thématique sur la responsabilité sociale des entreprises et sur le développement durable. Une analyse de contenu a été réalisée, elle nous a permis d'obtenir les thèmes - manifestes et latents - de la responsabilité. Le deuxième article porte sur les déclarations sociales parmi les grandes entreprises françaises. Le discours sur la responsabilité est étudié à travers la méthode d'analyse de contenu des rapports annuels des sociétés de CAC-40. Le dernier article a pour objectif de comprendre l'adoption de comportements éthiques par les consommateurs. L'article présente d'abord un modèle quantitatif de décision éthique des consommateurs et puis le valide empiriquement par les méthodes d'équations structurelles / I position my doctoral thesis in the broad field of organization science; it stands within the domains of business ethics, sustainability, and corporate responsibility. I appreciate the emergence of a globalized world whereby countries, people, and businesses are connected to each other through economic, political, social, and technological ties. The globalized economies and societies pose complex and multifaceted challenges. To cope with these challenges, businesses will have to assume newer responsibilities and roles. These responsibilities originate from the evolving societal expectations about businesses and their duties. Hence social discourse on business responsibility should highlight the emerging societal expectations. Further, within businesses, the responsibility discourse should give an insight to the reaction of businesses to these emerging responsibilities. And, finally these discourses should affect the consumers’ cognitive development, and consequently impact their attitudes and behaviors. The challenges of sustainability and corporate responsibility are complex, conflicting and at times contradictory. It is imperative to bank on our ability to communicate, to discuss and to co-create universally applicable rules. Therefore I adopt a discursive approach in my thesis, and use Habermas’ theory of communicative action (1981) as an overarching theoretical framework. The thesis contains three research studies, each focusing on one aspect of responsibility, thus covering the three levels of responsibility discourse: societal, corporate and individual. The first article presents a thematic analysis of the business responsibility discourse in popular CSR and sustainability books. Content analyses is used to elicit the apparent and latent responsibility themes of the sample books. The second article focuses on the patterns of social disclosure among large French corporations. The responsibility discourse is analyzed through content analyses of the annual reports of CAC-40 companies. The last article is aimed to comprehend the adoption of ethically conscious behaviors by the consumers. The article first presents a quantitative model of consumers’ ethical decision making and then validates it empirically by structural equation modeling.

A l'occasion de deux recherches menées autour de la question de l'éducation à l'environnement et au développement durable nous avons pu observer que ce champ était exposé à des controverses de tous ordres : scientifiques, éthiques, politiques, techniques, etc… autant que piégé par toutes sortes de représentations sociales fondées ou erronées. Le corollaire pratique de ces controverses a été le recours au débat comme moyen de mieux comprendre les enjeux en présence, de dépasser les représentations « automatiques » ou « aveugles » de la réalité afin de prendre des décisions raisonnables. Notre problématique porte sur l'identification des conditions d'efficacité du débat réglé et argumenté, et sur l'observation des mécanismes qui permettent au débat de servir de cadre pour l'apprentissage à la mise en problème, à la co construction de savoirs et à l'éducation à la citoyenneté dans et hors l'école, mais aussi dans les organisations, depuis les associations jusqu'aux entreprises. Notre thèse est qu'il existe, dans la forme même des débats et plus largement des échanges langagiers, une articulation génératrice d'apprentissages et de volonté d'agir, entre d'une part les types d'arguments élaborés et exposés par les locuteurs et d'autre part la manière dont s'effectuent les échanges. Autrement dit, il existe une relation d'ordre cognitif entre effort de rationalisation au niveau des argumentations et effort de communication au niveau des interactions langagières. / On the occasion of two researches around the issue of environmental education and sustainable development we have seen that this field was exposed to all kinds of controversy: scientific, ethical, political, technical, etc. as well as trapped by all kinds of social representations based or erroneous. The practical corollary of this controversy was the use of debate as a means to better understand the issues at stake, beyond the representations of "automatic" or "blind" to reality in order to make reasonable decisions.Our problem concerns the identification of the conditions of efficiency and reasoned debate settled, and observation mechanisms that allow the debate to provide a framework for learning the setting problem, the co-construction of knowledge and citizenship education in and out of school, but also in organizations, from associations to businesses. Our work will focus on describing these conditions and lead to the development of a typology of debates according to criteria of greater or lesser efficiency in terms of problematization, co-construction of knowledge and effective action. Our thesis is that there exists, in the form of debates and more broadly language exchanges, generating a joint learning and willingness to act, on the one hand between the types of arguments developed and presented by the speakers and secondly how to perform the exchange. In other words, there is a relationship between cognitive rationalization at the level of argumentation and communication efforts at linguistic interactions.

O presente trabalho teve como objetivo investigar como a comunicação se processa no contexto das visitas domiciliares sob a ótica dos profissionais de saúde e usuários de seis Núcleos Saúde da Família (NSF) do Município de Ribeirão Preto-SP. Participaram deste estudo 19 profissionais de saúde, sendo eles, médicos, enfermeiros e agentes comunitários, e 29 usuários. Os dados foram coletados no período de setembro de 2016 a abril de 2017, por meio de inserção no campo, observação participante (OP) e realização das entrevistas. Após a transcrição dos dados, estes foram analisados conforme o método de Análise de Conteúdo de Bardin e interpretados à luz das contribuições do agir comunicativo de J. Habermas. Como resultado, emergiram duas categorias: 1. \"Atuação profissional no contexto das visitas domiciliares\" e 2. \"O processo de comunicação nas visitas domiciliares\". Diferentes aspectos positivos foram atribuídos conferidos ao processo de VD, tanto pelos usuários quanto pelos profissionais. Todos os entrevistados consideram as visitas espaços de acolhimento, criação de vínculo, confiança e oferta de acesso aos serviços de saúde. Para os profissionais entrevistados, adentrar no espaço das famílias confere um novo significado aos atendimentos, a qual possibilita a obtenção de informações adicionais sobre a vida dos usuários. Com relação às particularidades da atuação profissional, observamos que as atuações possuem significados diferentes para cada membro da equipe. Estas diferenças repercutem no processo de comunicação profissional-usuário estabelecido durante a VD e se relacionam ao tipo e objetivo da visita. Nenhum profissional relatou dificuldades para se comunicar e atribuíram todas as dificuldades de comunicação a aspectos relacionados aos usuários. A partir da Teoria do Agir Comunicativo, concluímos que os profissionais assumem posturas que evidenciam tanto o uso da razão instrumental quanto da razão comunicativa, com o predomínio da primeira nas atividades desempenhadas nas VD. Este tipo de interação comunicativa pode apresentar como consequências dificuldades na construção de vínculos, na compreensão do contexto sociocultural no qual o usuário está inserido e na aquisição de autonomia pelo paciente. No Brasil, a grande maioria das instituições de ensino ainda se apoia na razão instrumental técnico-científica que utiliza a comunicação basicamente para transmitir informações. Os profissionais formados nessa lógica tendem a reproduzir este modelo nas relações profissionais. Diante do exposto, salientamos que a comunicação efetiva nas VD requer treinamento direcionado às habilidades de comunicação na formação dos profissionais de saúde, sendo este espaço propício para o ensino-aprendizagem dessas habilidades / The present research had as objective to investigate how the communication takes place in the context of home visits from the perspective of health professionals and users of six Family Health Centers in Ribeirão Preto-SP. Participated in this study 19 health professionals, among them doctors, nurses and community agents, and 29 users. Data were collected from September 2016 to April 2017, through field insertion, participant observation (PO) and interviews. After the data were transcribed, they were analyzed according to the Bardin Content Analysis method and interpreted in the light of the contributions of J. Habermas\'s Communicative Action. As a result, two categories emerged: 1. \"Professional work in the context of home visits\" and 2. \"The communication process in home visits\". Different positive aspects were attributed to the home visit process, both by users and professionals. All the interviewees consider that the visits provide host spaces, bonding, trust and offer of access to health services. For professionals interviewed, entering the family space gives a new meaning to the services, which enables the collection of additional information about the life of the users. With regard to the particularities of the professional performance, we observed that it has different meanings for each member of the health team. These differences have repercussions on the professional-user communication process established during the home visit and relate to the type and purpose of the visit. No professional reported difficulties to communicate and attributed all of them to aspects related to users. From the Theory of Communicative Action, we conclude that professionals assume positions that evidence both the use of instrumental reason and communicative reason, with the predominance of the former in the activities performed in the home visit. This type of communicative interaction may have as consequence difficulties in building bonds, in understanding the sociocultural context in which the user is inserted and in the acquisition of autonomy by the patient. In Brazil, the great majority of educational institutions still rely on the technical-scientific instrumental reason that uses communication basically to transmit information. Professionals trained in this logic tend to reproduce this model in professional relationships. About that, we emphasize that effective communication in the home visit requires training directed to communication skills in the training of health professionals, being this space conducive to teaching-learning these skills

Submitted by Maicon Juliano Schmidt (maicons) on 2015-03-17T13:35:38Z No. of bitstreams: 1 00000806.pdf: 515189 bytes, checksum: 65d5b3bb55c465f5c4923c1532e7b9b7 (MD5) / Made available in DSpace on 2015-03-17T13:35:38Z (GMT). No. of bitstreams: 1 00000806.pdf: 515189 bytes, checksum: 65d5b3bb55c465f5c4923c1532e7b9b7 (MD5) Previous issue date: 2013-01-01 / Nenhuma / Este estudo objetivou examinar a conformidade de laudos periciais elaborados por peritos contábeis da Comarca de Tangará da Serra, MT. Trata-se de uma pesquisa aplicada, na medida em que foi desenvolvida para responder um problema específico, tendo abordagem quali-quantitativa, pois a resposta ao problema deu-se por meios quantitativos e com análises qualitativas. Quanto ao objetivo a pesquisa se enquadra como descritiva, já que os dados obtidos foram objeto de análise descritiva no capítulo destinado à análise; e documental, pois foram utilizados laudos periciais e sentenças exaradas por juízes em relação a uma amostra de processos compreendidos no período de 2006 a 2010. Os dados obtidos permitiram considerar que a atuação dos peritos foi adequada, na medida em que estes se pautaram nos preceitos normativos para a confecção de seus laudos; que a utilização dos laudos pelos juízes foi muito satisfatória, servindo de base para estes fundamentarem suas decisões; e que foi possível perceber proximidade entre a perícia contábil e a teoria de ação comunicativa de Habermas, já que a perícia é uma ferramenta que age socialmente para esclarecer e oferecer fundamentos técnicos na solução de litígios. / This study aimed to assess the compliance of forensic reports prepared by accounting experts of the judicial district of Tangará da Serra, MT. It was used an applied research methodology, once it has been developed to address a specific problem, and a quali-quantitative approach, once the answer to the problem was found by quantitative and qualitative means analysis. Regarding the research objective, it qualifies as descriptive, once the obtained data were subject to descriptive analysis in the chapter regarding the analysis; and documentary, once it was used forensic reports and sentences by judges from a sample of cases within a period from 2006 to 2010. The obtained data showed that the experts work was adequate, once they have made their reports based on normative precepts; the use of their reports by the judges was very satisfactory, providing the basis for their decisions; and it was possible to see the closeness between forensic accounting and the theory of communicative action of Habermas, once the forensic report is a tool that socially acts to clarify and provide technical basis for resolving disputes.