Hermeneutinio rato pritaikomumas mokymosi procese

Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Knygos dalis / Part of the book
Language:
Lietuvių kalba / Lithuanian
Title:
Hermeneutinio rato pritaikomumas mokymosi procese
Alternative Title:
Applicability of the hermeneutic circle in the process of learning
Keywords:
LT
Atsivėrimas suvokimui; Dialogas; Hermeneutika; Hermeneutinis ratas; Mokymasis lavinant supratimą; Mokymosi modelis; Paideo; Pedagoginė hermeneutika; Phronesis.
EN
Dialogue; Hermeneutic circle; Hermeneutics; Learning model; Learning through understanding; Opening for perception; Paideo; Pedagogical hermeneutic; Phronesis.
Summary / Abstract:

LTPedagogika šiandien išgyvena permainų laikus: išaugę migracijos ir reemigracijos poreikiai, kintanti komunikacinio veiksmo aplinka, nuolat augantys tarpkultūrinio bendradarbiavimo mąstai reikalauja pervertinti jos problematiką. Pedagogika nuolat kritikuojama dėl objektyvizmo, iš jos reikalaujama pliuralistinės „tiesos“ traktuotės. Nebepatenkinamas šiuolaikiniame pasaulyje tampa ir pedagogikos apsiribojimas informacijos įsiminimu, vis labiau reikalaujama esminį dėmesį skirti supratimui lavinti: užuot mokius, kaip ir ką reikia įsiminti, auga poreikis mokyti, kaip reikia suprasti. Susidurdama su naujais iššūkiais, pedagogika ima stigti teorinio, metodinio papildymo. Tada pasitelkiamas hermeneutinis metodas, kuriuo šiame straipsnyje mėginama parodyti, kaip spręstinos naujai šiuolaikinio ugdymo suponuotos užduotys, kaip mokinio informacijos išmokimas paverstinas informacijos supratimu. Siame straipsnyje kuriamas pedagogine hermeneutika grindžiamas, struktūriškas, instrumentiškas, prasmingais suvokimo ratais vykstantis hermeneutinio rato metodas, kuris mėginamas pritaikyti naujai iškeltiems pedagogikos uždaviniams spręsti. [Iš leidinio]

ENArticle shows how Education Studies can solve social, cultural (migration, emigration, intercultural collaboration) problems caused by the recent changes, and how the student can turn the learned information into understanding. With this aim in mind, the researchers are creating a learning model based on pedagogical hermeneutics; the model following the meaningful circles of perception. The researchers are trying to apply it for the solution of new problems (for learning through understanding). The hermeneutic circle is understood in the broadest methodological sense; that is why the authors do not limit themselves with Habermas' communicative action theory, as hermeneutics also includes the silent, unspoken traumatic collective states of subconscious reality. This way the research subject is defined more comprehensively and cognition oj essential meanings important for its disclosure is approached. Continuous learning going on in circles and based on the principle of the hermeneutic circle is important for the learner because it is an infinite process towards an intercultural society. The importance of interpretation unites three varieties of Aristotelian understanding: understanding, interpretation and application. Interpretation carried out within the hermeneutic circle is always personal, intimate, because this is the process of the creation of meaning. Through a dialogue with the subject/object (teaching materials) the learner creates an internal individual meaning, s/he forms perception and can explain it to the others by means of a dialogue.The authors emphasise the necessity to regain the learner's right to free interpretation by recognising that information does not disclose itself without tin active understanding that changes its content. In the process of learning, hermeneutics obliges us to ask the question - what empowers and what limits the student's knowledge? With this question it strives to clear the student from engagement (discursivity), to prepare him/her for the acceptance of the other, for the dialogue with the cognition subject/object. It is shown how the concept of the 'loving argument' consolidates the discussion and how important it is to have a discourse between the quarrelling researchers and the research subject (the Other). References are made to the necessity to treat cognition as repetition, as a circular process, emphasised in Heidegger's and Gadamcr's ontological hermeneutics. That is why it is necessary to go deeper and deeper again and again and to open the world of the Other. Due to the hermeneutic circle, the students while reading and interpreting the text (analysing a research subject/object) every time deepen their knowledge about the world that influenced the text and are able to observe changes of their interpretation. [From the publication]

ISBN:
9786094301797
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https://www.lituanistika.lt/content/48563
Updated:
2018-07-12 16:18:52
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