| Edition |
1st ed |
| Descript |
1 online resource (177 pages) |
|
text txt rdacontent |
|
computer c rdamedia |
|
online resource cr rdacarrier |
| Note |
Cover -- Half Title -- Series page -- Title page -- Copyright -- Dedication -- Contents -- Notes on Contributors -- Introduction: Education, Dialogue and Hermeneutics -- Chapter 1: Gadamer's Experience and Theory of Education: -- The Education of Hans-Georg Gadamer -- Gadamer's Vibrant Humanism: Learning from the Classics -- A Culture of Questioning -- Education as a Fusion of Horizons -- The Meaning of Culture -- Education is Self-Education -- Chapter 2: Narrative Competence and the Massive Hermeneutical Background -- Theory of Mind -- Background Conceptions -- First-Order Intersubjective Interactions -- Narrative Competence -- Conclusion -- Chapter 3: Philosophical Hermeneutics: An Education for all Seasons? -- Prelude: Three Concepts -- A Late Guest -- Problem and Claim -- Disappointed? -- Nothing is Standard -- "Offne dich, mein ganzes Herze": Humanist (Re-)Formation -- A Moving Experience -- Echoes: Humanist Reformations -- The Power of the Useless or "How Philosophy can (indeed) be useful for the benefit of the people"! -- And so? -- Chapter 4: The Education of the Teacher -- The Idea of Bildung -- Humboldtian Education -- Bildung and Truth -- Chapter 5: Dialogue in the Classroom -- Chapter 6: On the Dire Necessity of the Useless: Philosophical and Rhetorical Thoughts on Hermeneutics and Education in the Humanities -- Hermeneutics at the Heart of Being Human -- Listening to Talk in the Cave Allegory -- Seeking Good Company -- Chapter 7: Hermeneutic Education to Understanding: Self-Education and the Willingness to Risk Failure -- The Hermeneutic Teacher -- Understanding Life and Taking Responsibility for Action -- The Imperative of Self-Education -- Conclusion -- Chapter 8: Education and Exemplars: On Learning to Doubt the Overman -- Out of School: Education and Scholarship from Ivan Illich to Friedrich Nietzsche -- Schooling Society |
|
How We Become What We Are: On Getting Ourselves a Culture -- Shadows at Midnight: Who is Nietzsche's Übermensch? -- Between Nietzsche's Übermensch and Lucian's Hyperanthropos -- Index |
|
Philosophical hermeneutics has rich implications for the theory and practice of education, yet the topic has often been ignored. Education, Dialogue and Hermeneutics takes a variety of principles and themes from philosophical hermeneutics, drawing on insights from major figures such as Martin Heidegger, Hans-Georg Gadamer and Paul Ricoeur, and applies them to issues in education and the philosophy of education. Topics covered include the relevance and nature of dialogue and understanding in an educational setting, the nature of educational experience and the concept of Bildung, narrative and tradition.Timely and original, Education, Dialogue and Hermeneutics draws together eight original chapters written by leading scholars in the field of hermeneutics |
|
Description based on publisher supplied metadata and other sources |
|
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries |
| Link |
Print version: Fairfield, Paul Education, Dialogue and Hermeneutics
London : Bloomsbury Publishing Plc,c2011 9781441100702
|
| Subject |
Education -- Philosophy.;Education -- Research.;Communication in education.;Hermeneutics
|
|
Electronic books
|
| Alt Author |
Babich, Babette E
|
|
Davey, Nicholas
|
|
Fairfield, Paul
|
|
Gallagher, Shaun
|
|
Grondin, Jean
|
|
Nicholson, Graeme
|
|
Ramsey, Eric
|
|
Vessey, David T
|
|
