Hermeneutikos Metodo Taikymas Šiuolaikiniame Edukologijos Moksle

Juodaitytė, Audronė; Savickis, Antanas

doi:10.15388/actpaed.2013.30.1555

Cited by 2 publications

(4 citation statements)

References 13 publications

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“…In philosophy, this concept is treated as a doctrine for the conditions in interpreting meaning and the objects of the interpretation and their meanings (Juodaitytė & Savickis, 2013). According to Heidegger (1988), hermeneutics encompasses the combination of objects interpreted as well as the practical application of interpretation.…”

Section: Hermeneutics and Dialoguementioning

confidence: 99%

“…The hermeneutic method explains the multiplicity of human existence in the world as well as the multiplicity of education, and it paves the way to dialogue between 'I' and 'You,' e.g., the child and the adult. Dialogue makes it possible to gradually overcome miscommunication (Juodaitytė & Savickis, 2013). Hermeneutics involves interpreting and adapting the experience of education and its practical application in a particular context.…”

Section: Expression Of Dialogue Between Child and Adult In Formal Edumentioning

confidence: 99%

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

Vietienė

2017

CBUP

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As economic, social, and political conditions are rapidly changing in modern society and the development of information and communication technologies is constantly in progress, attitudes toward children and their education are also transforming. Childhood education takes place in various environments through intercultural dialogue between child and adult, which is often interpreted in the context of communication theory. A dialogue between child and adult is also supplemented and enriched by hermeneutics in various environments. This dialogue enables the disclosure and understanding of the diversity of experiences of child and adult, learner and educator. Hermeneutics provides circumstances for childhood education to be perceived as a multidimensional and unique process. From the hermeneutic perspective, the intercultural dialogue between child and adult focuses on the problem of understanding in which the awareness of the whole, rather than participation and interaction, has particular importance in interpreting one's own experience and perception.UDC Classification: 37.06; DOI: http://dx

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Section: Hermeneutics and Dialoguementioning

confidence: 99%

Section: Expression Of Dialogue Between Child and Adult In Formal Edumentioning

confidence: 99%

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

Vietienė

2017

CBUP

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“…Thus, the concept of childhood requires a "new postmodern knowledge and understanding" (Gellner, 1993, p. 93). The perception of childhood has an actual (at present) and long term (at past, present, future) state which's interpretation belong to hermeneutics (Juodaitytė & Savickis, 2013). Authors believe that the perception of childhood requires openness to the entire diversity of social reality phenomena, to levels of objectivity and subjectivity involving values, goals and meanings.…”

Section: Expression Of Intercultural Dialogue In Formal Education Environmentpre-schoolmentioning

confidence: 99%

“…Hermeneutical method allows explaining the multiplicity of human's being in the world and the multiplicity of education and it opens a way to a dialogue between "I" and "You", i. e. between a child and an adult. A dialogue offers opportunities to gradually overcome miscommunication (Juodaitytė & Savickis, 2013). In the process of education hermeneutics is based on the interpretation and adaptation of experience and practical application for a particular text.…”

Section: Expression Of Intercultural Dialogue In Formal Education Environmentpre-schoolmentioning

confidence: 99%

Expression of Dialogue Between Child and Adult in Pre-School: Theoretical Aspect

Vietienė

2017

SIE

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As economic, social and political conditions are rapidly changing and information and communication technologies are constantly developing, the approach towards the child and his education in childhood is changing in a modern society too. Child education is based on the mutual dialogue between child and adult which is often interpreted in the context of communication theory by addressing the question on the ways and forms of conveying information as well as by searching for the possibilities of correct and effective communication. A deeper understanding of dialogue expression is supplemented and enriched by the hermeneutic approach by the author which enables one to interpret the diversity of child and adult as well as learner and educator experiences. Hermeneutics provides conditions for child education to be perceived in a formal environment, i.e. pre-school, as a multi-dimensional and unique process. From the hermeneutic perspective, the dialogue between child and adult is oriented towards the problem of understanding where the understanding of the whole by interpreting personal experience and its perception rather than participation and interaction is of particular importance.

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Hermeneutikos Metodo Taikymas Šiuolaikiniame Edukologijos Moksle

Cited by 2 publications

References 13 publications

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

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

Expression of Dialogue Between Child and Adult in Pre-School: Theoretical Aspect

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