The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry-Based Learning

Autor/in	Aldridge, David
Titel	The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry-Based Learning
Quelle	In: Journal of Philosophy of Education, 47 (2013) 1, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2012.00873.x
Schlagwörter	Hermeneutics; Inquiry; Educational Philosophy; Foreign Countries; Learning; United Kingdom + Suchen Sie Ihr Suchwort? Hermeneutik; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Lernen; Großbritannien
Abstract	The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of "the logical priority of the question" is explained and Hans-Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re-enactment thesis, is discussed. Educators are encouraged to consider the following implications of the character of the question implied in all learning: (i) that it is a question that is constituted in the event rather than prepared or given in advance, and that this leads to a necessary tension between learning and the curriculum or scheme, (ii) that it is a question that concerns some subject matter or issue that is at stake for both the student and the object of study, which draws our attention to the "intentionality" of learning, and (iii) that it is a question that operates on the level of being--students are "called into question", and thus transformed, by the object of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10