In this essay Krassimir Stojanov attempts first to reconstruct the “heart” of Jurgen Habermas's discourse ethics, namely the so-called “principle of universalization” of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative validation of norms. Stojanov claims with regard to this account that it could only be implemented if the social actors are involved in a process of education as discursive initiation. After using R. S. Peters's educational theory to distinguish discursive initiation from a traditionalist understanding of educative initiation, he discusses some central social prerequisites for the development of discursive skills in growing individuals; to identify these prerequisites, he draws on Axel Honneth's conception of the intersubjective origins of individuals' development of rational autonomy. In the final part of the essay, Stojanov briefly explores some implications of his elaborated account of discursive initiation and its social preconditions for schooling and pedagogy.

中文翻译：

---

社会公正与教育作为话语启动

在这篇文章中，克拉斯西米尔·斯托亚诺夫首先尝试重建于尔根·哈贝马斯话语伦理学的“心脏”，即所谓的道德规范“普遍化原则”。该原则通过使所有有关方面平等地参与规范性审议的实践，为哈贝马斯对社会正义的程序主义解释打下基础。斯托亚诺夫就这一说法声称，只有在社会行为者以话语启动方式参与教育过程的情况下，才可以实施这一计划。在使用彼得斯（RS Peters）的教育理论将话语启蒙与传统主义对教育启蒙的理解区分开来之后，他讨论了成长中的个人话语技能发展的一些核心社会先决条件。为了确定这些先决条件，他借鉴了Axel Honneth' 个人发展理性自主的主体间性起源的概念。在本文的最后部分，斯托亚诺夫简要探讨了他对话语启蒙的详尽阐述及其对学校教育学的社会前提的一些启示。