Habermas's Discursive and Action Pedagogy in Geography Education

Background and Objectives: Communicative action is a communication based on the multi-directional interaction of concept and content, the structure of which is based on a multilateral shared understanding based on expertise (not monopoly). In this action, individuals exchange ideas in a free table with each other and outside the processes of monopoly and power, and reach a common understanding of concepts and present a single concept.. Methods: This research has examined the role of communicative action based on Habermas's theory in place-based and space-based geography education. The present study is a systematic study based on the review and development of theoretical literature and explanatory modeling, the data collection of which is based on library literature.. Findings: The findings show that philosophy based on pedagogical activism can be effective in explaining geographical concepts, especially spatial analysis of geographical factors and elements, and with the exploratory function, it stabilizes the learning of geographical concepts and gives analytical concepts of geography a common structure with the understanding action. Conclusion: As a result, it can be said that communication-based learning in the structure of interdisciplinary geography courses not only creates interactive communication but also develops interdisciplinary educational synergy