Hermeneutics and Educational Discourse
Author | : Helmut Danner |
Publisher | : |
Total Pages | : 164 |
Release | : 1997 |
Genre | : Education |
ISBN | : |
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Author | : Helmut Danner |
Publisher | : |
Total Pages | : 164 |
Release | : 1997 |
Genre | : Education |
ISBN | : |
Author | : Shaun Gallagher |
Publisher | : SUNY Press |
Total Pages | : 424 |
Release | : 1992-01-01 |
Genre | : Education |
ISBN | : 9780791411759 |
Author | : Andrzej Wiercinski |
Publisher | : LIT Verlag Münster |
Total Pages | : 330 |
Release | : 2020-03-10 |
Genre | : Education |
ISBN | : 3643911505 |
A hermeneutics of education pays special attention not to educational structures, but the central role of conversation in the educational process. The key issue is the formation of the person as a unique reality of being and acting while supporting intersubjective understanding. The polyphony of understanding places the human search for meaning within the horizon of incompleteness and allows for both, spontaneity and rigor, in order to reach an understanding of what is happening to us and in us when we understand. Reflection on education is always inseparable from educational practice.
Author | : Shaun Gallagher |
Publisher | : State University of New York Press |
Total Pages | : 424 |
Release | : 1992-10-01 |
Genre | : Philosophy |
ISBN | : 1438403690 |
Author | : Wiktor Żłobicki |
Publisher | : Uniwersytet Wrocławski. Instytut Pedagogiki |
Total Pages | : 267 |
Release | : 2020-06-03 |
Genre | : Juvenile Nonfiction |
ISBN | : 8362618531 |
The individual chapters written by scholars of the Department of General Pedagogy at the University of Wrocław included in the volume offered to the Readers, showcase selected variants and problems of the hermeneutical and critical approaches to educational practice and research. The general pedagogy we practice in this way reveals its interdisciplinary character, drawing on the resources and achievements of philosophy, sociology, psychology, cultural anthropology, religious studies, and political sciences. By deliberately adopting such an approach, general pedagogy becomes the basic science of pedagogy; one of its major tasks is the integration and criticism of knowledge about education and the study of education and its broadly understood contexts, a knowledge which is produced not only in numerous disciplines of humanities and social sciences. This ambitious task undertaken by many theoreticians and researchers of education all over the world calls for a continuous effort to review the resources of dynamically changing and transforming scientific knowledge and to draw on contemporary and historically significant philosophy. Translating these experiences into the resources of general pedagogy requires from us the effort of understanding the languages of contemporary humanities, social sciences and multicultural societies, as well as the effort of critical thinking, which can recognize and take into account the entanglement of scientific knowledge in social ideas and practices, its conflicts, inequalities and asymmetric discourses. Hence the general pedagogy we practice, exploring the area of ideology (religion) and utopias present in everyday educational practice, implements the vision of bringing closer these two approaches (hermeneutical and critical). We believe that such a general pedagogy, engaged, practiced with passion, aware of its present social context and its past and of the urgent needs, theoretical and practical difficulties, a pedagogy that explores the possible shapes of the future, is both necessary and inspiring. It addresses new topics and offers novel approaches, revises well-established and newly proposed findings, is aware of opportunities and threats. Nevertheless, the chapters written by us are integral, self-contained wholes, just as their authors retain their intellectual and research autonomy, which can be seen in the issues we choose, the mode of their presentation and addressing.
Author | : Tony Brown |
Publisher | : Springer Science & Business Media |
Total Pages | : 313 |
Release | : 2012-12-06 |
Genre | : Education |
ISBN | : 9401007268 |
Contemporary thinking on philosophy and the social sciences has primarily focused on the centrality of language in understanding societies and individuals; important developments which have been under-utilised by researchers in mathematics education. In this revised and extended edition this book reaches out to contemporary work in these broader fields, adding new material on how progression in mathematical learning might be variously understood. A new concluding chapter considers how teachers experience the new demands they face.
Author | : |
Publisher | : BRILL |
Total Pages | : 223 |
Release | : 2012-01-01 |
Genre | : Education |
ISBN | : 9460918344 |
Hermeneutic phenomenology is a combination of theory, reflection and practice that interweaves vivid descriptions of lived experience (phenomenology) together with reflective interpretations of their meanings (hermeneutics). This method is popular among researchers in education, nursing and other caring and nurturing practices and professions.
Author | : Andrzej Wiercinski |
Publisher | : LIT Verlag Münster |
Total Pages | : 511 |
Release | : 2015 |
Genre | : Education |
ISBN | : 3643906609 |
This book confronts the challenges that hermeneutics brings to ethics and education by thematizing the critical influence which ethics and contemporary educational theory and practice have on the self-understanding of philosophical hermeneutics. In the hermeneutic spirit of commitment to cultivating lifelong habits of critical thinking, moral reflection, and articulate expression, the book presents many voices that illuminate a rich cultural diversity with the profound hope of nurturing the full-flourishing of human beings. The hermeneutics of education calls for diverse ways of thinking about education, which deeply cares for the common good of individuals, communities, and nations. This diversity promotes a genuine interest in different approaches to the event (Ereignis) of education. (Series: International Studies in Hermeneutics and Phenomenology - Vol. 8) [Subject: Hermeneutics, Ethics, Education]
Author | : William Elford Rogers |
Publisher | : Penn State Press |
Total Pages | : 257 |
Release | : 2010-11-01 |
Genre | : Philosophy |
ISBN | : 0271040238 |
Author | : David Geoffrey Smith |
Publisher | : IAP |
Total Pages | : 481 |
Release | : 2020-03-01 |
Genre | : Education |
ISBN | : 1641138262 |
In this book, Canadian scholar David Geoffrey Smith reflects on over thirty years of research and teaching in the human sciences, including education. Written between 1986 and 2018, the essays are organized around four themes: Hermeneutics and the Human Sciences; The Poststructuralist Turn; Globalization and Its Discontents; East/West Encounters and the Search for Wisdom. As a historical guide through the defining discourses in the human sciences, this volume could well serve as an introductory text for graduate students in education and other cognate disciplines like nursing, recreation and cultural studies. The writing can be described as a form of meditative praxis, while the emphasis on interculturality addresses issues in literacy, pedagogy, politics, critical thinking, teacher education, and cultural healing from a geopolitical perspective, drawing on insights from both Western and Eastern traditions and the author’s personal experience of being born in China and raised in Central Africa (Northern Rhodesia/Zambia). Praise for CONFLUENCES: Careful study of the essays in this collection has been an inspiration, primarily because of Professor David Geoffrey Smith's deep commitments to the organic interpretability of life, and living in the interests of generativity, hope and good faith. In curricular and pedagogical terms, these commitments arise from sustained study of the various inheritances, philosophical and otherwise, that circulate around deliberations concerning children, education, and knowledge deemed of most value. As an Indigenous scholar, and someone committed to uncovering the unnamed colonial logics that continue to govern and structure formal education, I find especially helpful Professor Smith’s untangling of the roots of the Euro-American power nexus and its ongoing difficulties in creatively engaging traditions outside of its own self-determinations. As Professor Smith teaches through this work, it is in the careful hermeneutic practice of tracing out the lineages of the past, and revealing their potential for openness in the present, that the possibility of saying something hopeful about the future emerges. Dwayne Donald Ph.D. Associate Professor Curriculum Studies and Indigenous Wisdom Traditions Department of Secondary Education University of Alberta, Canada Now and then a clear and authentic voice emerges from the surrounding cacophony as the machinery of the education establishment relentlessly grinds away: a voice of conscience and wisdom rising above the babble of technocratic, bureaucratic, ideological, and market-driven survivalism that permeates educational discourse today. I recognize such a voice in this newest book by Canadian educator Professor David Geoffrey Smith. Smith’s “reading the world,” to use Paulo Freire’s expression, is particularly helpful to us in today’s world teeter-tottering between denial and panic. I firmly believe that any hope for sanity in our time rests in our collectively and individually investigating how we have gotten ourselves into this current material and existential predicament. Smith’s investigation shows an incredible intellectual depth of understanding gained through plumbing Western and Eastern philosophical traditions in an intercultural life journey on three continents through forty years of teaching and research. I delight in hearing his voice of wisdom that insists, for instance, that the nature of reality cannot be reduced to “any human construct, scientific or otherwise” and that we must “die into a new human freedom found in the joy of a new shared reality.” Ultimately, his is a voice of unwavering hopefulness and a gaze that courageously faces a challenging world. I value his work more than any others’ in the contemporary curriculum theory field. Heesoon Bai Professor, Philosophy of Education Simon Fraser University, Canada