Or, alternatively, immediately moves to infinity, which, in essence, tantamount to a halt. Make such a stop could be many times over the past century, the history of science. But every time a radical decision to recognize the impotence of science postponed. So why do scientists today, faced with a really serious the problem of justifying the origin and evolution of life must abandon their attempts to find logical, rational decisions? Every once again posed the problem, opening a mistake, a failure of biological science are perceived Creationists with vipers malice and presented as evidence of the truth of their position, their faith. Official site: General Motors Company. In itself, the statement of faith is not quite so noble, not a moral method can not serve as decoration believers. Also, why the availability of scientific problems in the biological theories of confirms the truth of it is the Christian interpretation of the origin of life, rather than, say, a Buddhist? Link to just one of many Religious written sources used to address the critical issue for all humanity, in many ways immoral to millions of people of other religions, or treating the origin of the world and life. I do not think so aggressive promotion of religion in science could be triggered by true servants of the faith, for which the more important problem of morality, rather than actual compliance with those issues or other scientific data content of Religious Manuscripts. Belief in the creation of the world and man – is an integral part of life for millions of people.
According to Habermas (1990, P. 292), ' ' The fabric of the communicative actions is fed of resources of the world of the life and is, at the same time, mdium through which if they reproduce the life forms concretas' '. The reason can be thought as resulted of the learning, a time that the school prepares for the ability rational, depending, however of the joint of the adopted pedagogical speech. The rationality, in turn, can be translated as form to know, to understand, to give reasons. In relation when cultural knowing that in the school he is express in theories and knowledge, Habermas (1990, P. 100) if pronounces: Culturally transmitted contents configure always and potentially one to know of people; without the hermeneutic appropriation and the improvement of cultural knowing through people, they are not formed nor if it keeps traditions. The hermeneutic dimension, that is, interpretativa, is reaffirmed for the insertion of the individual in the world of the life, that conditions agreement processes, appearing, for the intersubjetividade, a new formation of the citizen. However, if the pertaining to school education to submit it the money and to the power, occurs the loss of the autonomy of the individual and the education fails, compromising the development of the abilities of the individual and the meaning of formation human being.
In the school, inserted social institution in the context of the globalizada society, the educative action is not exempt of the social interferences, nor could be. The pedagogical relations are lead and systemize as interests of the project practical defining politician of the educative one of the school. Habermans presents two sensible of a reason: the procedural direction and the instrumental direction. This pursues a social purpose using itself strategies that are appropriate to reach it whereas that one is related with the form of action of the process having searched dialogue and interaction to involve its citizens in language relation.