Understanding, Personal Identity and Education

Abstract

Analysing the triad ‘understanding–personal identity–education’ in three different contexts (scientism, historicism, hermeneutics) make it possible to investigate the kind of thinking that is emphasised most in each context. The implications of thinking to educational practice are stressed at each level of interpretation. The chief shortfalls in the first two contexts are reviewed, together with their restrictive consequences for how education comes to be understood and practiced. The hermeneutic context recognises the primacy of interpretation and ‘pre‐understanding’ in all human understanding. Because of this it acknowledges the interplay that is invariably active between understanding and personal identity, and between both of these and what it means to educate. This third—hermeneutical—context is therefore offered not as any kind of final word on educational matters, but as a more appropriate and inclusive context in which education as a practice might be thought about and bettered.

Modelling glass alteration in an altered argillaceous environment

“…After this stage, the alteration rate of glass decrease to a constant value r r = 0.0008 g m À2 d À1 . This behaviour is supported by experiments showing that the residual rate is still established even if the pH value is high when glass alteration starts [21]. At this rate, a third of the volume of glass is altered in 100 000 a (Fig.…”

Intercultural Hermeneutic Dialogue Between Child and Adult in Diverse Educational Environments: Theoretical Insights

“…This result creates a dearth of conditions for intercultural dialogue. As noticed by Godon (2004), hermeneutics encompasses three main elements in education that are among the most important factors in educating children when reflecting on different experiences: understanding, personal identity, and learning. It makes it possible to understand and analyze the education of 'different' children as well as issues that arise from the absence of bilateral dialogue between the educator and learners.…”

Hermeneutics Approach to Communication Between a Child and an Adult in Various Educational Environments

“…Dėl to nesudaroma sąlygų vystyti tarpkultūrinį dialogą. Hermeneutika pedagogikoje apima tris pagrindinius elementus (Godon, 2004), kurie yra vieni svarbiausių veiksnių, reflektuojančių mokinių edukaciniame procese skirtingas patirtis: supratimą, asmens tapatumą ir ugdymą. Hermeneutika sudaro galimybes suprasti ir išanalizuoti "kitoniškų" mokinių edukacines problemas, kylančias dėl mokytojų ir mokinių tarpusavio dia logo, kitos kultūros prasminių vienetų įprasmini-mo klasėje nebuvimo.…”