Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji
Journal Title: Kwartalnik Pedagogiczny - Year 2015, Vol 60, Issue 2
Abstract
The problem of phenomenological grounds for hermeneutic explanation of the existential phenomenon of education is based on the assumptions according to which the phenomenology of Edmund Husserl has “hermeneutic roots,” and “hermeneutics is formed on the basis of phenomenology”. In this sense, there exists a mutual, irreducible connection between the phenomenological and hermeneutical philosophy. Among the premises of Husserl’s philosophical project that may be considered relevant in the context of hermeneutic approach to understanding the phenomenon of education we can list: the issue of intentionality of acts of consciousness, the founding (Fundierung) ontology of the part and the whole, and the philosophy of everyday life (Lebenswelt). Those elements show their indisputable importance in the context of examination of both practice and theory of education and training. From this perspective, the phenomenon of education can be considered both in terms of a thematic whole, as well as in its various separate aspects, reflecting and defining the ambiguity and multidimensionality of education and upbringing processes. Exemplification of such aspects, recognized as phenomenological instances in the hermeneutic approach to clarification of education are the following phenomena: illumination, meaning (sense), atmosphere, presence, mystery, otherness and sensitivity.<br/><br/>
Authors and Affiliations
Jarosław Gara
Keywords
Related Articles
- EP ID EP188540
- DOI -
- Views 93
- Downloads 0
Matematyczna socjalizacja poznawcza a kulturowe funkcjonowanie jednostki
In the era of universal mathematics education in the civilised world and a general ability to perform calculations, the size of social awkwardness in maths is surprising. Despite the fact that mathematics is considered a...
Po(k)ruszyć sen – pedagogika filozoficzna jako wybuchowe poszukiwanie
Philosophical thinking has no fixed location. It is constructed of tensions between different areas of culture: science, art, religion, politics, education. Therefore, in this article the philosophical pedagogy has been...
Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego
The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion o...
Kontynuacja i koniunkcja pedagogiczna – rodzice, nauczyciele, decydenci o osiągnięciach rozwojowych dzieci w żłobku i przedszkolu
In the article the author examines parents’, caregivers’ working in crèche, preschool teachers’ and educational and social policy makers’ beliefs concerning the child’s developmental achievements. Three groups of respond...
Stereotyp płci w uczeniu się matematyki – percepcja nauczyciela
The importance of the stereotypes and teachers’ beliefs about mathematics as the male domain, for the students’ perception of their competences and achievements is the subject of extensive research. It is generally assum...