Literaturnachweis - Detailanzeige
Autor/in | Meder, Norbert |
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Titel | Versteckte und implizite Analogien des rationalen Denkens und ihre Interdiskursivität. |
Quelle | In: Bildung und Erziehung, 58 (2005) 1, S. 47-58Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Sprache | deutsch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0006-2456; 2194-3834 |
Schlagwörter | Wissen; Bildungsprozess; Hermeneutik; Denken; Erkenntnistheorie; Wissenschaftstheorie; Analyse; Heterogenität; Integration; Foucault, Michel; Piaget, Jean; Wittgenstein, Ludwig |
Abstract | Der Autor führt ein in kognitive Leistungen der Analogie zwischen Wissensbeständen nach verschiedenen Verständnissen und sieht zugleich in Bildungsprozessen Wirkungen von analytischem Denken. Zum Verständnis des logischen Konzepts der Analogie wird im ersten Teil auf Analysen von Foucault zurückgegriffen. In einem zweiten Schwerpunkt werden die erkenntnistheoretischen und wissenschaftstheoretischen Erkenntnisse von Peirce referiert. Abschnitt drei enthält Aussagen zur Analogie als Übertragung von Strukturen. In Abschnitt vier wird das Thema empirisch mit entwicklungspsychologischen Analysen von Piaget verdichtet. Es werden Aussagen zur Analogie in Bildungsprozessen des Kindes gemacht. Abschließend werden Auffassungen Wittgensteins diskutiert. (DIPF/Sch.). Analogy is a way of cognition. As such is it subversive and appears even there, where it is not foreseen. Analogies create at the other hand a network of domains, forms and species of knowledge, which are not necessarily linked through themselves. As such analogies are interdiscursive. Every domain of knowledge can be linked with another through analogy based on similarity as long as the world as a related whole is not in doubt. Analogy as a logical method claims an ontological foundation (Cajetan). In analogy relation is transposed (relation of object and background or of process and status); analogy of relation (Foucault) enlarges knowledge and functions as didactical principal when entering new areas of heterogeneous knowledge. Abduction (Peirce) is a way of concluding that leads to scientific hypothesis in the process of research. From a single experienced case the conclusion is made through a hypothetical universal, which leads to the specific aspect of the single case. Analogy allows to transfer structures not only in speculative thinking but also in exact sciences (Bochenski), for instance by enlarging the formal ontology of mathematics. This shows the heuristic function of analogy. Piaget showed that analogy is an essential element in the development of a child's cognitive system. But whereas Peirce and Piaget only admit a provisory status of analogically gained knowledge, Wittgenstein underlines in his concept of similarity (family resemblance) the positive quality of analogy by not measuring it in regards to a given rationality. When the principal fact of incompleteness of knowledge in a heterogeneous context is admitted and a rational interest in links between heterogeneous elements is maintained, analogy is inadmissible. Here it works in regards to sense and finality. The questions: "Under what aspect?" and: "In regards to what?" bring this out. The individualization of sense and finality is a central aspect of Bildung and places individuals in a reflexive context between themselves, sociality and world. Transferring, finalized and reflexiv thinking in the constitution of an individual preposes the capacity of analogical thinking. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2005/3 |