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In these essays, appearing for the first time in English, Gadamer addresses practical questions about recent politics in Europe, about education and university reform, and about the role of poetry in the modern world. This book also includes a series of interviews that the editors conducted in 1986. Gadamer elaborates on his experiences in education and politics, touching on the collapse of the Weimar Republic, the early Frankfurt School, Heidegger and the Nazis, university life in East Germany, and the prospects for Europe in the coming years. Hans-Georg Gadamer was probably Heidegger's leading interpreter in Germany, and in the 1950s and 1960s he became the world's leading exponent of hermeneutics. His hermeneutical theory explains how it is that ancient art and philosophy still speak to us today. His influential idea of the "fusion of horizons" also shows how it is that we understand what is remote form our own culture.
In Gadamer’s Hermeneutics Robert J. Dostal provides a comprehensive and critical account of Hans-Georg Gadamer’s hermeneutical philosophy, arguing that Gadamer’s enterprise is rooted in the thesis that “being that can be understood is language.” He defends Gadamer against charges of linguistic idealism and emphasizes language’s relationship to understanding, though he criticizes Gadamer for too often ignoring the role of the prelinguistic in our experience. Dostal goes on to explain the concept of the "inner word" for Gadamer’s account of language. The book situates Gadamer’s hermeneutics in three important ways: in relation to the contestability of the legacy of the Enlightenment project; in relation to the work of his mentor, Martin Heidegger; and in relation to Gadamer’s reading of Plato and Aristotle. Dostal explores both Gadamer’s claim on the Enlightenment and his ambivalence toward it. He considers Gadamer’s dependence on Heidegger’s accomplishment while pointing out the ways in which Gadamer charted his own course, rejecting his teacher’s reading of Plato and his antihumanism. Dostal points out notable differences in the philosophers’ politics as well. Finally, Dostal mediates between Gadamer’s hermeneutics and what might be called philological hermeneutics. His analysis defends the civic humanism that is the culmination of the philosopher’s hermeneutics, a humanism defined by moral education, common sense, judgment, and taste. Supporters and critics of Gadamer’s philosophy will learn much from this major achievement.
This volume traces the history of Western philosophy of education through the Modern Era. The period between 1850 and 1914 was a time of struggle for justice and opportunity, during which influential thinkers – among them, John Dewey, Maria Montessori, and W.E.B. Du Bois – addressed how education is fundamentally connected to questions of what it means to be human. Readers will find a provocative collection of educational theories and concepts that point to the inherent value of the diversity of human experience and background. Each chapter illuminates how the ideas of the modern era hold promise for a meaningful re-envisioning of educational practice and policy today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A Hermeneutics of Poetic Education: The Play of the In-Between explores the ways in which both play and poetry orient us toward what surpasses us. Catherine Homan develops an original account of poetic education that builds on Friedrich Hölderlin’s idea of poetry as a teacher of humanity. Whereas aesthetic education emphasizes judgments of taste and rational autonomy, poetic education foregrounds self-formation and openness to the other. Critically engaging the works of Eugen Fink, Hans-Georg Gadamer, and Paul Celan, this book argues that poetry and play call for a particular stance in the world and with others. Open toward the infinite while simultaneously reaching toward its own finitude, the poetic work addresses us and invites our response. Poetry reveals the human condition as “in-between” and dialogical, even at the limits of language. Although many philosophers mistakenly view play as frivolous, Homan takes play seriously. Play--spontaneous and creative--resists mastery and instead requires an active attunement to the to-and-fro movement of the world, of others, and ourselves. A Hermeneutics of Poetic Education demonstrates that poetic education, as learning to listen, provides vital resources for responding to alterity in meaningful ways that resist totalization.
Hans-Georg Gadamer’s theory of hermeneutics is one of the most important modern theories of interpretation and understanding, and at its heart is the experience of reading literature. In this clear and comprehensive guide to Gadamer’s thought, Karl Simms: presents an overview of Gadamer’s life and works, outlining his importance to hermeneutic theory and its place in literary studies explains and puts into context his key ideas, including ‘dialogue’, ‘phronēsis’, ‘play’, ‘tradition’, and ‘horizon’ shows how Gadamer’s ideas have been influential in the interpretation of literary texts explains Gadamer’s debates with key contemporaries and successors, such as Habermas, Ricoeur and Derrida provides detailed suggestions for further reading. With a significance that crosses disciplinary boundaries from cultural studies, literary theory and philosophy through to history, music and fine arts, Gadamer’s pioneering work on hermeneutic theory remains of crucial importance to the study of texts in the humanities.
Gadamer and the Question of the Divine uncovers a neglected side of Gadamer's thought, namely his life-long concern with the question of the divine. Not only is this an issue of fundamental importance to philosophical hermeneutics, but it also contributes to what Gadamer considered to be the most urgent task of our time - a conceptual dialogue among religions. New grounds for toleration among communities must be found and Gadamer's study of the divine provides both a model and a starting-place for doing so. In setting forth a conceptual narrative for global dialogue about religious transcendence, Gadamer is the pre-eminent twentieth-century philosopher of the divine. Gadamer's study of the divine is an application of philosophical hermeneutics and phenomenological in its descriptions of temporality and the experience of art. Walter Lammi shows how Gadamer provides us with a richly textured study of the divine that finds its bearings in Heidegger and the Greeks and suggests a path to questions of cosmology, temporality and religious experience.
These autobiographical reflections by a major contemporary philosopher offer an enjoyable and enlightening tour not only of his own intellectual development but of the rich and fruitful collaboration of minds during a rich period in German cultural history. Hans-Georg Gadamer, the author of Truth and Method, traces his "philosophical apprenticeships" with some of the most important thinkers of the 20th century.Perhaps more than anyone else, Hans-Georg Gadamer, who is Professor Emeritus at the University of Heidelberg, is the doyen of German philosophy and the recognized chief theorist of hermeneutics. His book Reason in the Age of Science (MIT Press paperback) is an ideal introduction to his thought and to the problems of hermeneutics more generally. Philosophical Apprenticeships is included in the series Studies in Contemporary German Social Thought, edited by Thomas McCarthy.
Speaking and understanding can both be thought of as forms of translation, and in this way every speaker is an exile in language—even in one's mother tongue. Drawing from the philosophical hermeneutics of Martin Heidegger and Hans-Georg Gadamer, the testimonies of the German Jews and their relation with the German language, Jacques Derrida's confrontation with Hannah Arendt, and the poetry of Paul Celan, Donatella Ester Di Cesare proclaims Auschwitz the Babel of the twentieth century. She argues that the globalized world is one in which there no longer remains any intimate place or stable dwelling. Understanding becomes a kind of shibboleth that grounds nothing, but opens messianically to a utopia yet to come.
Text of and reflection on the 1981 encounter between Hans-Georg Gadamer and Jacques Derrida, which featured a dialogue between hermeneutics in Germany and post-structuralism in France.
This book provides an introduction to Hans-Georg Gadamer’s thinking and shows how it might inform our own thinking about education as a lifelong process of engaging with one another and with the wider world. He insisted on the supreme importance of prior learning, but also on the unpredictability of human understanding and on the possibility of new and unforeseeable beginnings. Having lived through the catastrophe of two world wars, he became an important voice in the debate on the future of a reunified Germany and the role of the university in shaping the values and outlook of the new Europe. His work is of immense significance for all those involved in the education of future generations. 'In Gadamer: The Hermeutical Imagination, Jon Nixon has pulled off quite a feat. In his customary lucid, accessible and dialogical style, we are treated to a masterly tour that both opens the complex thinking of Hans-Georg Gadamer and draws out its implications for our understanding of education. In the process, a strong critique emerges of contemporary instrumental approaches to education. Many will assuredly gain much from this enjoyable text, both those interested in Gadamer as such and those working in the philosophy of education.' Ronald Barnett, Emeritus Professor of Higher Education, UCL Institute of Education, UK ‘This book simultaneously invites the reader to engage with the transformative potential of education and provokes the reader to imagine an educational landscape that values freedom, democracy and authenticity. Jon Nixon skilfully and eloquently draws the reader into the philosophies, life and legacy of Hans-Goerg Gadamer, a key thinker of the 20th century. Meticulously researched, this original study offers a biographical insight as well as critical commentary on Gadamer’s contribution to wider educational debates. An impressive contribution to the field.’ Tanya Fitzgerald, Professor of History of Education, La Trobe University, Australia ‘Gadamer: The Hermeneutical Imagination provides an excellent introduction to Gadamer's key ideas. Jon Nixon draws his readers into a conversation with Gadamer, inviting them to imagine the possibility of applying Gadamer's hermeneutical philosophy to their own educational practice. It is essential reading for all those who have an interest in – and commitment to – the future of education.’ Feng Su, Senior Lecturer in Education, Liverpool Hope University, UK