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Коммуникация и герменевтика в рамках инклюзии 677
Салмери С., председатель бакалавриата в образовательных науках, доцент педагогики, Университет "Kore di Enna", Италия, email@example.com
Герменевтическая педагогика представляет собой проблемный и критический подход. Герменевтика позволяет рассматривать образование как возможность, а не необходимость.
To teach somebody something is to induce the Other, the student, to change the relationship he or she has entertained so far with that specific branch of knowledge. To educate is to modify the relationship between the knowing subject and the known object by constantly raising the issue of what to do next, which stimulates investigation and invites questions. To possess a rich and structured vocabulary is to have access to different sign systems and multiple worlds that language is capable of deciphering and representing. Taken singularly, words rarely have a meaning; they acquire one in association with other words, within a semantic context and a factual horizon of reference. Every proposition is a candidate for truth or falsehood, to be defined within a specific linguistic game whose rules forbid the contemporaneous assertion of opposites. To disregard the rules is to place oneself outside of the linguistic game. Intelligence, on the other hand, is a mobile web of specialized abilities following specific rules of thought and language. Like hermeneutics, the theory of linguistic games stresses the prospective character of interpretation, which is never neutral learning of something that is static, since every act of comprehension is not justified in itself, but is informed by a context of meaning that is at once apparent and concealed.
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