The paper develops a reading of Heidegger's philosophy through an educational lens by arguing that Heidegger's stance is fundamentally opposed to the constructivist theory of learning. The significance of this interpretation of Heidegger for contemporary educational debates is shown by proposing a revisitation of Donald Schon's theory of reflective practice (which claims to draw inspiration from constructivism) through Heideggerian-hermeneutical views
A ‘Pragmatic’ Hermeneutics of Education: A Heideggerian View / Oliverio, Stefano. - (2015), pp. 283-303.
A ‘Pragmatic’ Hermeneutics of Education: A Heideggerian View
Oliverio Stefano
2015
Abstract
The paper develops a reading of Heidegger's philosophy through an educational lens by arguing that Heidegger's stance is fundamentally opposed to the constructivist theory of learning. The significance of this interpretation of Heidegger for contemporary educational debates is shown by proposing a revisitation of Donald Schon's theory of reflective practice (which claims to draw inspiration from constructivism) through Heideggerian-hermeneutical viewsFile in questo prodotto:
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