Instructions for Improving the Conversation Element in the Teaching-Learning Process Through the Socratic Dialectical Comparison and Habermas Communicative Action

The goal of this study is to teach conversation element in the teaching-learning process from the perspective of comparing Socratic dialectics and Habermas communicative actions.

George Brady's method has been used among the comparative study methods, which includes four steps, description - interpretation - proximity and comparison

The findings  indicate that the most important elements of Socratic dialectics consist of  flexibility, reasoning and curiosity, challenge of two views and intellectual situations, nurturing values (virtue and happiness, etc.), learner engagement with challenges, cultivation of sense and thought, And the most important elements of Habermas communicative action include personal rethinking and flexibility, understanding and agreement in conversation, Teacher-student interaction, paying attention to students’ different interpretation, creating insight and attitude in learners, developing communication skills (emotional  skills), Ability to decoding, self-esteem and non-verbal behaviors (interpersonal skills), reducing dogmatism and suppression.

Based on the research results, although it seems that Habermas's idea of communicative action is very similar to the Socratic dialectical method for improving the conversation element in the Teaching-learning process, but there is a difference between them. These two ideas, including in the Socratic dialectical method, motivate the learner to ask meticulous questions to discover the truth in that are hidden from disciples, but in Habermas's thinking, knowledge is not an exploration, rather is the knowledge of intersubjective that learners must participate in discussions and debates to reach an agreement.