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Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji

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Gara J.

Kwartalnik Pedagogiczny

2015

vol. 60(2 (236))

115-145

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.

Refleksyjna problematyzacja1 tego, co filozoficzne w tym, co pedagogiczne oraz tego, co pedagogiczne w tym, co filozoficzne

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Gara J.

Kwartalnik Pedagogiczny

2017

vol. 62(1 (243))

61-78

The author presents the thesis according to which pedagogy, as a scientific discipline needs philosophy to build contexts and to deepen its own research subject, whereas philosophy does not need pedagogy to build contexts and to deepen its own research subject,. For this reason, between the contemporary philosophy and pedagogy, treated as scientific disciplines, we have a constitutive asymmetry of mutual “exchange” and mutual influence. The search for mutual complementarity of philosophical and pedagogical thought must be done at a higher level of integration in the horizon of thinking about the historical, social, cultural or civilizational. It is here, where it exposes the fact of nonreducible dimension of experience of mutual easements and necessity of philosophy and pedagogy; the philosophical in the pedagogical, and the pedagogical in the philosophical. The old Greek idea of paideia invariably becomes a non-problematic meeting place and penetration of the philosophical and the pedagogical.

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2 Kwartalnik Pedagogiczny

2 Gara J.

1 2017

1 2015

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Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji

Refleksyjna problematyzacja1 tego, co filozoficzne w tym, co pedagogiczne oraz tego, co pedagogiczne w tym, co filozoficzne