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http://hdl.handle.net/20.500.12128/3771
Tytuł: | Tendencje nihilistyczne w pedagogice ogólnej |
Autor: | Kruszelnicki, Wojciech |
Słowa kluczowe: | pedagogika; hermeneutyka; nihilizm; postmodernizm; historyzm; relatywizm; G. Vattimo; R. Kwaśnica; A. Folkierska; F. Nietzsche |
Data wydania: | 2018 |
Źródło: | Teraźniejszość - Człowiek - Edukacja, T. 21, nr 1 (2018), s. 137-150 |
Abstrakt: | The dominant meta-narrative in “
post-modern” culture – resentfu
l, as it remains of grand meta-
narratives – is the story of the fatigue with the search for un
iversal truth, of our coming to terms with
incommensurability of perspectives and multitude of worldviews,
and the recognition of interpretation as
the proper mode of human experience of reality. Who would ever
wish to argue about values today – in
an era of axiological weariness, when tolerance and political c
orrectness reign supreme and hospitality
and “pedagogy of the asylum” have been applauded as imperative
conditions of social integration – in
a much light-heartedly presumed state of “cultural pluralism” (
Włodarczyk 2009)? It goes without say-
ing: there are no facts, only in
terpretations – as Friedrich Ni
etzsche first observed. Interpretation is our
way of being – it is ascribing sense to what there is. But does
that mean that all interpretations: all ac-
counts of the world and all truths, are equal? Are there not an
y criteria of their assessment and valuation?
The essay tries to provide answers to these questions. It is al
so an attempt at settling accounts with the
hermeneutic current in pedagogy in which skeptical and relativi
st tendencies come to the fore and culmi-
nate in positions tainted by nihilism. |
URI: | http://hdl.handle.net/20.500.12128/3771 |
ISSN: | 1505-8808 |
Pojawia się w kolekcji: | Artykuły (WNS)
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