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Tytuł:
Przekładanie, czytanie, wychowanie. Perspektywa hermeneutyczna
Autorzy:
Przanowska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1789898.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
sense
hermeneutics of education
hospitality and friendship
listening
the poetic
Opis:
The text concerns the issue of translation in relation to education. It begins with a reference to contemporary discussion on translation study. The reference is done in order to show a complexity of problems in the field and to introduce the hermeneutic perspective of translation, reading and education. The main conclusion is that education is a translation of experiences, different ways of understanding the world. The more the world changes and seems to be completely different and alien than the one we used to understand, the more it needs a hermeneutist, i.e. a translator and an interpreter with – at least in the Gadamerian context – a poetic ear. The hermeneutist of education has the very ‘ear’ that makes him/her feel that theory is practice and practice is theory.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(1 (235)); 27-52
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przekładanie, czytanie, wychowanie. Perspektywa hermeneutyczna
Autorzy:
Małgorzata, Przanowska,
Powiązania:
https://bibliotekanauki.pl/articles/892242.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
sense
hermeneutics of education
hospitality and friendship
listening
the poetic
Opis:
The text concerns the issue of translation in relation to education. It begins with a reference to contemporary discussion on translation study. The reference is done in order to show a complexity of problems in the field and to introduce the hermeneutic perspective of translation, reading and education. The main conclusion is that education is a translation of experiences, different ways of understanding the world. The more the world changes and seems to be completely different and alien than the one we used to understand, the more it needs a hermeneutist, i.e. a translator and an interpreter with – at least in the Gadamerian context – a poetic ear. The hermeneutist of education has the very ‘ear’ that makes him/her feel that theory is practice and practice is theory.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(1 (235)); 27-52
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Half-education as a hermeneutic challenge for religious education in schools
Autorzy:
Milerski, Bogusław
Powiązania:
https://bibliotekanauki.pl/articles/36795231.pdf
Data publikacji:
2023-09-28
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
pedagogic hermeneutics
half-education
Halbbildung
religious education
theory of education
Opis:
Half-education As a Hermeneutic Challenge for Religious Education In Schools Abstract: School is not a place of neutral education. The theory and practice of “school life” are conditioned not only by pedagogical, cultural and legal concepts, but also by the forms of social consciousness and ideological interests of various social groups. The idea of half-education or Halbbildung was formulated by Th.W. Adorno. It describes a distorted education, organized around dominant ideological interests, including utilitarian and instrumental thinking. In this article, the concept of Halbbildung is applied to school religious education in Poland. Not only does this concept reflect the hermeneutic dimension of critical theory but also underpins the hermeneutics of educational practice. The analyses presented use data on students' participation in religious education lessons and the results of original research on the rationality of school education. Such a critical approach is an impulse to reflect on the essence of religious education at school, especially in light of the idea to make religion a compulsory school subject. The obligatory status of religious education as part of the curriculum of in public schools poses a challenge to the pedagogical discourse in Poland and in other countries that have made or are considering such a decision and in such a scope. From a theoretical perspective, this is a challenge in terms of pedagogical hermeneutics.
Źródło:
Studia z Teorii Wychowania; 2023, XIV(2 (43)); 419-440
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji
Autorzy:
Jarosław, Gara,
Powiązania:
https://bibliotekanauki.pl/articles/892454.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
phenomenology
hermeneutics
philosophy of education
phenomenon of education
phenomenological-hermeneutic pedagogy
Opis:
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.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 115-145
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji
Autorzy:
Gara, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/1789861.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
phenomenology
hermeneutics
philosophy of education
phenomenon of education
phenomenological-hermeneutic pedagogy
Opis:
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.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 115-145
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education as edification: Richard Rorty’s neo-pragmatist philosophy of education
Autorzy:
Mirosław, Woźnica,
Powiązania:
https://bibliotekanauki.pl/articles/892552.pdf
Data publikacji:
2019-08-22
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Rorty
edification
philosophy of education
ironist
neo-pragmatism
communication
hermeneutics
Opis:
Rorty draws from pragmatism, conversation, edification, and hermeneutics, but in spite of his reference to Dewey’s thesis on pragmatism, Rorty’s notion of ‘pragmatism’ is not offered as an idea of something that might fill the gaps left by slowly dying traditional philosophy. It is rather a more relaxed attitude of mind. He goes beyond the traditional notion of pragmatism and insists that the search should not focus on truth but on solidarity, in other words, what we as a group of people create and decide what is true. Truth, for Rorty, is a society’s exercise and agreement of what is true. It is achieved by discourse and not limited conversations. In order to educate a person as an individual who lives in a particular society with all the factors contributing to his/her growth, Rorty adopts a new word for education, namely edification, with its philosophical consequences. He draws on the work of Hans-Georg Gadamer to explore the idea of ‘edification,’ a word Rorty uses to gloss Gadamer’s Bildung (education, self-formation) (Rorty 1979).
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(2 (252)); 242-253
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogiczne dziedzictwo protestantyzmu
THE EDUCATIONAL HERITAGE OF PROTESTANTISM
Autorzy:
Milerski, Bogusław
Powiązania:
https://bibliotekanauki.pl/articles/425494.pdf
Data publikacji:
2012
Wydawca:
Parafia Ewangelicko-Augsburska w Gdańsku z siedzibą w Sopocie
Tematy:
PROTESTANT EDUCATION
PROTESTANT PEDAGOGY
THE HERMENEUTICS OF THE REFORMATION
MARTIN LUTHER
Opis:
The article presents the influence of Protestantism on education. The main thesis of the article is that the Protestant system of education, which emphasizes not only the religious aspect but also the element of understanding in the process of learning, was the most important factor in the development of modern education. The Reformation enabled some new pedagogical ideas and concepts to develop freely. Thanks to Luther`s dual concept of “Christperson” (the man for Christ) and “Weltperson” (the man for the world) the Protestant education started to perceive the double role of education - for the church and for the society. The most important conclusion that is drawn here is that the Protestant pedagogy with the emphasis on understanding is the alternative model to the modern technological concepts of standardisation and measurability of this discipline of science.
Źródło:
Gdański Rocznik Ewangelicki; 2012, 6; 189-196
1898-1127
Pojawia się w:
Gdański Rocznik Ewangelicki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contemporary Catholic Studies in a Secular University: Friend or Foe?
Autorzy:
Briliute, Birute
Powiązania:
https://bibliotekanauki.pl/articles/668810.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:
Contemporary Catholic studies
hermeneutics, religious education
communication
identity
secular university
development of identity
Opis:
Through the introduction of a new hermeneutical model of communication in RE, this article intends to explore an innovative approach to developing Christian identity in a secular university. The author holds a joint lectureship in religious education, catechesis and pastoral theological education. Religious education and catechesis are concerned with all aspects of the teaching of religion in schools, within the parish and any other pastoral setting. pastoral theological education is concerned with the place of learning within religious communities and the larger society. This distinction has resulted in this research proceeding along two parallel routes: the institutional educational environment, religious communities and society as a background influencing our value change as well as the way we do RE in schools. The main concern of the author is to develop practical ways of enhancing the Catholic religious identity and theological literacy of students in the state secondary schools and universities in the UK, on the basis of contemporary theological anthropology and educational theoretical foundations. This article is an investigation into a new understanding of the development of Catholic identity and new models of RE used in a contemporary secular university.
Źródło:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2018, 8, 1
2391-6559
2083-8018
Pojawia się w:
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogika ogólna jako wprowadzenie do humanistyki – hermeneutyka kapitału symbolicznego i odzyskiwanie ciemnych iskier tradycji
General pedagogy as an introduction to the humanities – hermeneutics of symbolic capital and the recovery of dark sparks of tradition
Autorzy:
Maliszewski, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/550300.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
pedagogika ogólna
historia wychowania
humanistyka
tradycja
hermeneutyka
ciemne iskry
general pedagogy
history of education
humanities
tradition
hermeneutics
dark sparks
Opis:
General pedagogy as a place for the formulation of basic pedagogical thought is not a closed field with a specific subject, but a point of view that defines what is important in all subdisciplines of pedagogy and in educational practice. The task of such general pedagogy is to introduce the whole educational field into the crucial debates of the humanities – this means getting delivery of contexts to (re)define what is pedagogical. And since the humanities are largely a hermeneutic work over tradition, general pedagogy appears as a perspective of concern for the traditions of pedagogics. This text puts the issue of the general pedagogy in this way, trying to answer the question of what is and what is not a productive concern for tradition.
Pedagogika ogólna jako miejsce formułowania podstawowej myśli pedagogicznej nie stanowi zamkniętego pola o określonej tematyce, ale punkt widzenia określający to, co istotne we wszystkich subdyscyplinach pedagogiki oraz w praktyce wychowawczej. Zadaniem tak pomyślanej pedagogiki ogólnej jest wprowadzanie całej dziedziny w newralgiczne debaty humanistyki – dostarczanie kontekstów do nieustannego (re)definiowania tego, co pedagogiczne. A ponieważ humanistyka to w dużej mierze hermeneutyczna „praca w tradycji”, pedagogika ogólna jawi się jako perspektywa troski o tradycje pedagogiki. Niniejszy tekst tak właśnie lokuje pedagogikę ogólną, starając się jednocześnie odpowiedzieć na pytanie, czym jest, a czym nie jest produktywna troska o tradycję.
Źródło:
Forum Pedagogiczne; 2018, 8, 1; 71-80
2083-6325
Pojawia się w:
Forum Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Próba klasyfikacji form instytucjonalnych uzupełniających funkcje rodziny w Polsce
An attempt to classify institutional forms supplementing the functions of the family in Poland
Autorzy:
Bobik, Bogumiła
Powiązania:
https://bibliotekanauki.pl/articles/2232954.pdf
Data publikacji:
2022-08
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
klasyfikacja
formy instytucjonalne opieki i edukacji dzieci i młodzieży
hermeneutyka pedagogiczna
classification
institutional forms of care and education of children and youth
pedagogical hermeneutics
Opis:
Artykuł stanowi propozycję klasyfikacji wiedzy na temat form opieki i edukacji dzieci i młodzieży. Takie uporządkowanie wydaje się celowe w związku z częstymi zmianami systemu kształcenia i systemu opieki nad dzieckiem i jego rodziną, które spowodowały powstanie wielu luk w ich całościowym postrzeganiu. Artykuł ma charakter teoretyczny, opierając się na metodzie hermeneutyki pedagogicznej uporządkowano wiedzę na temat instytucjonalnych form uzupełniających funkcje rodziny (poziom poznawczy), zaproponowano ich klasyfikację oraz opisano zakres działania (poziom praktyczny).
This article is a proposal for the classification of knowledge on the forms of care and education of children and youth. Such classification seems suitable due to the frequent changes in the education system and the system of care for children and their families, which have created many gaps in their overall perception. The article is theoretical, and the following was achieved based on the method of pedagogical hermeneutics: the knowledge about institutions supplementing family functions (cognitive level) was organized and classified; the scope of their activities was described (practical level).
Źródło:
Kultura – Przemiany – Edukacja; 2022, Tom X; 51-68
2300-9888
2544-1205
Pojawia się w:
Kultura – Przemiany – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
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