Izvestiya of Saratov University.

Philosophy. Psychology. Pedagogy

ISSN 1819-7671 (Print)
ISSN 2542-1948 (Online)


Full text:
(downloads: 30)
Language: 
Russian
Heading: 
Article type: 
Article

Hermeneutic Paradigm of Education: Social Philosophy Analysis

Autors: 
Lomako Olga М., Saratov State University
Abstract: 

The paper is devoted to the social philosophy analysis of education through a method of hermeneutics. The hermeneutic paradigm of education includes tradition and memory, science and history, world of actual life and social institutions, thus revealing its structural complication and a vast range of aspects inside it. It is noted, that the historical development of education is associated with the change in value of natural and social, political and moral. In the philosophy of M. Heidegger and D. Dilthey education is defined as an important social and cultural form, where life, science and history are united. The author argues that the hermeneutic comprehension of education searches for a source of European thought, philosophy and science. Methodology of hermeneutic philosophy, being connected with phenomenology and philosophy of life, views education in unity with human mind and feelings, emotions and social memory. The modern transformational process of society caused necessity of new forms of education, based on the recognition of the value of mutual understanding and dialogue. The hermeneutic paradigm of education is the pedagogy of dialogue, which focuses on the communicative recognition of Another. The philosophical interpretation of education and an attempt to work out efficient ways of its reformation are revealed through such concepts as «hermeneutic factuality», «historical life», «hermeneutic experience».

Reference: 

1. Dilthey W. Padagogik. Geschichte und Grundlinien des Systems [Education: history and basic lines of the system]. Gesammelte Werke: in 26 Bd. [Collected works: in 26 vol.]. Stuttgart; Gottingen, 1960, vol. 9. 240 p.

2. Dilthey W. Der Aufbau der geschichtlichen Welt in den Geisteswissenschaften [The structure of the historical world in the arts and humanites]. Frankfurt/Main, 1993. 403 p.

3. Lomako O. M. Genealogiya vospitaniya: fi losofskopedagogicheskaya antropologiya [Genealogy of education: Philosophical and pedagogical anthropology]. St. Petersburg, 2003. 264 p.

4. Heidegger М. Phanomenologie und transzendentale Wertphilosophie [Phanomenologie und transzendentale Wertphilosophie]. Gesamtausgabe: in 102 Bd. [Complete works: in 102 vol.]. Frankfurt/Main, 1987, vol. 59. 226 p.

5. Heidegger М. Phanomenologie der Anschauung und des Ausdrucks. Theorie der philosophischen Begriffsbildung [Phenomenology of perception and expression. The philosophical theory of concept formation]. Gesamtausgabe: in 102 Bd. [Complete works: in 102 vol.]. Frankfurt/Main, 1993, vol. 59. 202 p.

6. Trawny P. Martin Heidegger [Martin Heidegger]. Frankfurt/Main; New York, 2003. 191 p.

7. Heidegger М. Anhang: Uber das Wesen der Universitat und des akademischen Studiums [Report: About the nature of the University and of the academic studies]. Gesamtausgabe: in 102 Bd. [Complete works: in 102 vol.]. Frankfurt/Main, 1987, vol. 56/57. 226 p.

8. Heidegger M. Selbstbehauptung der deutschen Universitat [Self-assertion of the German University]. Gesamtausgabe: in 102 Bd. [Complete works : in 102 vol.]. Frankfurt/Main, 2000, vol. 16. 842 p.

9. Heidegger M. Was heisst denken? [What does it mean to think]. Tubingen, 1984. 175 p.