Debilidades hermenéuticas y educación post-crítica

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teoria de la Educacion Pub Date : 2020-05-13 DOI:10.14201/teri.22379

Anna Pagès Santacana

引用次数: 2

Abstract

In this commentary on the Manifesto for a Post-critical Pedagogy we interrogate the text from the place where it has been organized, putting into question some philosophical confusions which problematized its proposal, mainly a misunderstanding of what Critical Pedagogy is. In a second moment we analyse what the Manifesto calls «Pedagogical Hermeneutics» from the perspective of the ontological turn carried out by Hans-Georg Gadamer in Truth and Method (1960).

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解释学的弱点和后批判教育

在这篇对《后批判教育学宣言》的评论中，我们从它被组织的地方对文本进行了询问，对一些使其提议成为问题的哲学困惑提出质疑，主要是对什么是批判教育学的误解。在第二时刻，我们从汉斯-乔治·伽达默尔在《真理与方法》(1960)中实施的本体论转向的角度分析《宣言》所称的“教学解释学”。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teoria de la Educacion EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

6.70%

发文量

审稿时长

4 weeks

期刊介绍： Teoría de la Educación. Revista Interuniversitaria was founded in 1986. It is an international academic journal on Pedagogy that publishes original research articles, in open access, from a theoretical perspective and methodology of education, aiming at providing pedagogical knowledge to researchers and professionals to improve, through a discussion substantiated criticism, descriptions, explanations, understandings and applications of educational thought and action. The journal belongs to the Publication Services of the University of Salamanca. It is a biannual journal, publishing one issue per semester. The reception of articles is permanently open, welcoming original works in Spanish, English or Portuguese, admitting exceptionally proposals in other languages.