By Jon Nixon
This e-book presents an creation to Hans-Georg Gadamer’s considering and exhibits the way it may well tell our personal pondering schooling as a lifelong strategy of enticing with each other and with the broader international. He insisted at the ultimate significance of past studying, but additionally at the unpredictability of human figuring out and at the threat of latest and unforeseeable beginnings. Having lived in the course of the disaster of 2 global wars, he grew to become a tremendous voice within the debate at the way forward for a reunified Germany and the position of the college in shaping the values and outlook of the recent Europe.
His paintings is of mammoth value for all these thinking about the schooling of destiny generations.
'In Gadamer: The Hermeutical Imagination, Jon Nixon has pulled off really a feat. In his typical lucid, available and dialogical variety, we're taken care of to a masterly travel that either opens the complicated considering Hans-Georg Gadamer and attracts out its implications for our knowing of schooling. In the method, a robust critique emerges of up to date instrumental methods to education. Many will usually achieve a lot from this enjoyable text, either these drawn to Gadamer as such and people operating within the philosophy of education.'
Ronald Barnett, Emeritus Professor of upper schooling, UCL Institute of schooling, UK
‘This ebook at the same time invitations the reader to interact with the transformative strength of schooling and provokes the reader to visualize an instructional panorama that values freedom, democracy and authenticity. Jon Nixon skilfully and eloquently attracts the reader into the philosophies, existence and legacy of Hans-Goerg Gadamer, a key philosopher of the 20th century. Meticulously researched, this unique research deals a biographical perception in addition to serious observation on Gadamer’s contribution to wider academic debates. a magnificent contribution to the field.’
Tanya Fitzgerald, Professor of background of schooling, los angeles Trobe collage, Australia
‘Gadamer: The Hermeneutical Imagination offers a great advent to Gadamer's key principles. Jon Nixon attracts his readers right into a dialog with Gadamer, inviting them to visualize the opportunity of employing Gadamer's hermeneutical philosophy to their very own academic perform. it's crucial analyzing for all those that be interested in – and dedication to – the way forward for education.’
Feng Su, Senior Lecturer in schooling, Liverpool wish college, united kingdom
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Extra info for Hans-Georg Gadamer: The Hermeneutical Imagination (SpringerBriefs in Education)
Understanding’, argues Gadamer (2004, 298), ‘begins … when something addresses us’. But that ‘something’ can only address us when we confront it with the particular question that we wish to ask of it. Who gets to ask the questions is, therefore, a crucial issue for Gadamer, who insists that it is the impulse to question that makes understanding possible. To question is to take a leap into the dark—a leap of the imagination—within which we discover ourselves through the process of inquiry. So, while Gadamer’s emphasis on questioning has afﬁnities with what is referred to as ‘the Socratic method’, it differs markedly in respect of his insistence on the student as questioner.
Relationships based on fear or coercion, assessment procedures that highlight weakness and failure, activities that prioritise competition over collaboration: these are all factors that erode the trust upon which education is based. Whatever, on the other hand, helps to build trust strengthens and enhances education. Relationships based on respect, formative feedback that afﬁrms and encourages the learner, activities that favour collaboration and recognise the value of what each brings to the collaborative task: these all contribute to trust and thereby enhance the educational experience.
66). The dialogical nature of teaching—whether within a class or a lecture hall— determines the nature and scope of what is said and how it is said. ’ This simple lesson, he states, can be learnt from the Platonic dialogues: ‘Here the one partner in dialogue speaks to the other, having him yield to the truth of what is said’ (p. 71). It is the dialogue, in other words, that provides the disciplinary framework within which students and teacher become attentive to one another. ‘So there are no rules’, claims Gadamer, ‘other than one: only as much knowledge is useful as one is capable of forgetting, that’s the measure’ (p.