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Jurgen Habermas, a prominent social theorist and philosopher of the twentieth century,educational implications of communicative philosophy and post-metaphysical thinking areexamined in the article. The author is analyzing the possibilities and some experiences of applyingHabermas contribution in learning theory that have already taken place in the philosophy. Thislearning theory is considered as part of the theoretical study of the educational principles. Thetheoretical concept of contemporary society, developed by Habermas, is a methodological focusof detection, localization, and accentuation of the most important aspects and problems ofeducation in the complex contextual interweaving of society. The learning as socialization andmoral development of the individual, learning in communicative action, the universal elementof which is the illocutionary force of the speech act, and learning in reproduction of life world,are consideredas such processesin the article; the social evolution is viewed through the prismof the learning process, including «learning from history», as well as learning in the democraticprocess, particularly, in the public sphere. Special attention is paid to the university as a contextof learning critical thinking and citizenship. ; У статті досліджуються освітніімплікації комунікативної філософії іпостметафізичного мислення Юргена Габермаса, видатного соціальноготеоретика і філософа ХХ століття.Здійснена спроба проаналізуватиможливості і деякий набутий у філософії досвід використання внескуГабермаса в теорію навчання, яку розглядаємо як складову теоретичного обґрунтування принципів освіти. Розроблена Габермасом теоретичнаконцепція сучасного суспільства є методологічним фокусом виявлення,локалізації та акцентуації найважливіших аспектів і проблем навчанняу складних контекстуальних переплетеннях соціуму. У статті розглядається специфіка розмаїтих процесів навчання: соціалізація і моральний розвиток індивіда, навчання у комунікативній дії, універсальним елементом якої є іллокутивна сила мовленнєвого акту, а також навчання впроцесі відтворення життєвого світу; розглядається соціальна еволюціякрізь призму навчальних процесів, зокрема "навчання у історії", навчанняв демократичному процесі, в публічній сфері. Особлива увага приділенауніверситету як контексту формування критичного мислення і громадянської позиції.

La justificación del ejercicio de la crítica como un derecho fundamental en todo ordenamiento democrático viene despertando mayor interés en los últimos tiempos. El presente trabajo se propone analizar este tema desde la democracia deliberativa de J. Habermas, mostrando algunas similitudes, pero también señalando las diferencias conceptuales con la teoría crítica. La idea es identificar el alcance de la herencia conceptual de la Escuela de Frankfurt en la política deliberativa habermasiana, una conexión que en esta teoría siempre resulta solo implícita pero no explícitamente reconocida como condición de validez y legitimidad democrática del ordenamiento político.

O presente estudo traz uma reflexão sobre o agir comunicativo enquanto estratégia de redirecionamento das práticas de saúde pública no Brasil. Este propósito se reveste de fundamental importância, no momento em que se comemoram duas décadas de implantação do Sistema Único de Saúde (SUS) no Brasil. Nesse ínterim, embora tenha sido colocado como o "melhor plano de saúde do mundo", vem enfrentando, em sua operacionalização, dificuldades de ordem técnica e política para sua implementação. A grande questão que se coloca é: como o SUS tem enfrentado os desafios para garantir, junto ao público alvo, a melhoria da qualidade de vida e saúde da população usuária? Muitos são os enfoques a emergirem a partir desse questionamento, porém o nosso foco de estudo terá como recorte a análise das práticas socioeducativas instituídas pelo Ministério da Saúde/Fundação Nacional de Saúde, enfatizando o seu arcabouço teórico-metodológico e as contribuições da teoria do agir comunicativo de J. Habermas.

The parallels between the postwar histories of Germany and Korea, as well as certain analogies in the relationship between South and North Korea and between West and East Germany, make it seem desirable to examine whether Korea can learn something-and if so, what-from the example of Germany's unification. The present article, in examining this possibility, suggests that caution is in order, as the analogies that occur to us when we consider the postwar destinies of the two countries, both marked by a bipolar world order, tend to obscure from us a number of deeper structural differences. This is why we should be wary of rash extrapolations from the experiences of Germany. The article first considers the different starting points that existed or still exist for national unification in Germany and in Korea. Next considered is a problem that is very significant in Europe but perhaps in a different way in Asia: that is, the relationship between the national state and democracy. In the light of these considerations, it may be possible to learn something for a future reunification of Korea from Germany's experience of a rapid, if not over-hasty, process of unification. 3 References. T. K. Brown

THIS ARTICLE IS A TRANSCRIPT OF AN INTERVIEW BETWEEN JURGEN HABERMAS AND ADAM MICHNIKCOMPARING THEIR VERY DIFFERENT EXPERIENCES WITH THE EUROPEAN LEFT IN A DISCUSSION ON GERMANY "OVERCOMING THE PAST." DISCUSSED IS THE LEGACY OF SOCIALISM, EUROPE AND THE LACK OF COOPERATION BETWEEN GERMANY AND POLAND. SIMILARITIES AND DIFFERENCES ARE ADDRESSED THROUGH QUESTIONS SUCH AS WHETHER THE FALL OF THE WALL AND GERMANY UNIFICATION CAME A SURPRISE AND WHAT IS LEFT OF SOCIALISM IN EUROPE?

Text of discussion held in Warsaw in November 1993, on the recent history of Poland and Germany, the derelictions of the Left, the traumas of post-Communism and the choices facing these countries in the new Europe. Michnik explains the failures of Poland's Catholic hierarchy; Habermas warns that Eastern Europe can gain nothing from accepting the tutelage of Germany, and argues that the promotion of a radical democracy must inform the politics of the Left.

This paper briefly introduces the concepts of the public space by H. Arendt and J. Habermas, compares them and presents an analysis of the problems concerning the transformation of the public space. In this work, I try to demonstrate that a confrontation between the civic body and the state thatappears in the context of the transformation of the public space is not completely grounded. The public sphere, which connects these two areas, is not autonomous. For the main points, I choose the theories of the two authors – Hannah Arendt and Jürgen Habermas. In the work, I discuss the similarities and differences of these theories as well as their conceptual interactions. ; Straipsnyje aptariama viešoji erdvė ir jos sampratos bei transformacijos problemos. Pagrindiniais atramos taškais pasirinktos dviejų autorių – Hannah'os Arendt ir Jürgeno Habermaso – teorijos. Darbe aptariami šių teorijų panašumai ir skirtumai, jų konceptualios sąveikos. Straipsnyje mėginama įrodyti, kad viešosios erdvės transformacijos kontekste atsirandantis valstybės priešpriešinimas pilietinei bendruomenei nėra visiškai pagrįstas, o šias dvi sritis jungianti viešoji sfera nėra autonomiška.