الأبعاد التربوية في فكر يورغن هابرماس وتطبيقاتها في مواجهة أزمة الإنسان المعاصر: دراسة تحليلية.

This research aimed at identifying some of the manifestations of the human crisis in contemporary societies, and analyzing visions, perspectives, and philosophical ideas and social proposed by Jürgen Habermas, extracting the educational implications in Jürgen Habermas’s thought, and identifying the most important educational applications proposed in light of Habermas’s thought to confront the crisis of contemporary man. To achieve the aims of this research, a philosophical analysis method was used to determine meanings the ideas and the social and philosophical visions in the works and writings of Habermas and analyze it, and to derive its educational implications and employ them to confront the crisis of contemporary humanity, and how to benefit from the application of these ideas in the field of education. The study concluded that Habermas’s insights and philosophical and social ideas provide an important theoretical and Epistemological framework for guiding educational thought and educational practices to confront the human crisis in contemporary societies. Perhaps the most important of these are his ideas about the public sphere, communicative rationality, and the theory of communicative action, human knowledge and interests, the ethics of dialogue and debate, and deliberative democracy. Based on Habermas' ideas, some educational solutions have been presented to help contemporary man confront the crises he suffers from, most notably the crisis of alienation that has made man lose his humanity, objectification, violence, and the death or extinction of man. Habermas' social theory also presents an alternative vision for education based on education for citizenship, political education, education for tolerance, mental education, and media education. The study presented a proposed vision to benefit from Habermas’ thought in the educational reality in Egypt, and The most important recommendations reached by this research are: • Schools ought to be as free as possible from the colonizing forces of the economic and political-administrative social sub-systems, if they are to be effective as social institutions. • Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. • Developing general education curricula in light of Habermas’s philosophical persepctives. • Developing teacher preparation and professional development programs in light of Habermas’ ideas. [ABSTRACT FROM AUTHOR]