{"title":"Ebenen des philosophischen Textverstehens und ihre lesestrategische Bedeutung","authors":"Christian Thein, Tim Moser","doi":"10.3196/004433023837586013","DOIUrl":null,"url":null,"abstract":"This article presents a didactical concept for the development of disciplinary reading strategies with A-Level-Students in high schools. The basic idea comes from cognitive and learning psychology and has been transferred to subject-teaching-contexts in recent years. For the teaching of Philosophy, the authors diagnose the existence of a missing link between the challenges of a philosophical text comprehension that focus on primary understanding on the one hand and the methods offered on the other. They argue for the development of a concept of reading strategies that takes into view three levels of text comprehension that are relevant for a philosophical understanding: the conceptual-semantic-level, the logical-pragmatic-level and the text-structural-level. Following a systematic presentation of the concept and its implementation options, the authors discuss possible connecting lines between the acquisition of philosophical reading literacy in schools and in introductory seminars at universities.","PeriodicalId":43672,"journal":{"name":"ZEITSCHRIFT FUR PHILOSOPHISCHE FORSCHUNG","volume":"44 1","pages":"0"},"PeriodicalIF":0.1000,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ZEITSCHRIFT FUR PHILOSOPHISCHE FORSCHUNG","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3196/004433023837586013","RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"RELIGION","Score":null,"Total":0}
引用次数: 0
Abstract
This article presents a didactical concept for the development of disciplinary reading strategies with A-Level-Students in high schools. The basic idea comes from cognitive and learning psychology and has been transferred to subject-teaching-contexts in recent years. For the teaching of Philosophy, the authors diagnose the existence of a missing link between the challenges of a philosophical text comprehension that focus on primary understanding on the one hand and the methods offered on the other. They argue for the development of a concept of reading strategies that takes into view three levels of text comprehension that are relevant for a philosophical understanding: the conceptual-semantic-level, the logical-pragmatic-level and the text-structural-level. Following a systematic presentation of the concept and its implementation options, the authors discuss possible connecting lines between the acquisition of philosophical reading literacy in schools and in introductory seminars at universities.
期刊介绍:
Mit diesem Doppelheft beginnt die Zeitschrift für philosophische Forschung ihren 50. Jahrgang. Ihre Gründung im Frühjahr 1946 verdankt sie einem glücklichen Zusammenwirken. Die Initiative eines Münchner Philosophen aus Bulgarien verbindet sich mit dem Sachverstand namhafter Professoren, die damals noch aus ganz Deutschland, nicht nur dem Westen kommen. Ob er sie "nur" als Autoren oder zusätzlich für den Beirat der Redaktion gewinnt - von Anfang an versichert sich Georgi Schischkoff der Mitarbeit fast aller großen Namen der Zeit. Zunächst sind es etwa der Philosoph und Pädagoge Friedrich Bollnow, der Platon-Forscher Ernst Hoffmann, der Philosoph und Psychologe Philipp Lersch und die Philosophen Walter Bröcker und Wilhelm Weischedel.