Pięć koncepcji dialogu
Journal Title: Kwartalnik Pedagogiczny - Year 2015, Vol 60, Issue 2
Abstract
Dialogue is a necessary way of inhabiting a shared world. However, the concept of dialogue at present has become ambiguous and often abused. The purpose of this article is to introduce order into this conceptual ambiguity. Ferdinand de Saussure distinguished language (langue) from speech (parole), and following him, Paul Ricoeur wrote about discourse of the event. Here different concepts of dialogue begin. Dialogue understood as the communication, in which the accent is located in the discourse, argumentation serving to elaborate a consensus of action taken and dialogue understood as a meeting of persons. Two first concepts of dialogue are found in Jürgen Habermas’ communication theory and in Ricoeur’s dialogue led in the form of ‘hospitality lent by language’. If the essence of communication theory of Habermas is a discourse, then the essence of Ricoeur’s ‘hospitality lent by language’ is an understanding of others. The essence of the third concept of dialogue, also called the meeting, developed by twentieth-century philosophy of dialogue, are presence and love. There is also a fourth form of dialogue introduced by Georg Simmel, constituting a priori foundations of social life. For him a function or a social role is the centre. However, we can also find the fifth form of dialogue in dialogical hermeneutics of Hans Georg Gadamer, trying to combine the discursive and personal dimensions. For him the centre is both the presence of other, as well as the truth happening in dialogue. All these conceptions of dialogue have important significance for pedagogy.<br/><br/>
Authors and Affiliations
Tadeusz Gadacz
Keywords
Related Articles
- EP ID EP188536
- DOI -
- Views 87
- Downloads 0
When foreigners join the class. Changes in the university classroom environment – a “cost-benefit” analysis
The aim of the paper is to examine how university classroom environment changes with the arrival of foreign students, especially those who are participants of international exchange programmes. The learning environment i...
Zbuntowana filozofia – subwersyjnej pedagogice. Hannah Arendt i Henry A. Giroux
The aim of the article is to elucidate the reasons why the critical pedagogue Henry A. Giroux, in his recent works, was inspired by the thought (in many aspects completely different) of Hannah Arendt, particularly by her...
Działalność dydaktyczna Zakładu Edukacji Estetycznej i Studiów nad Kulturą
This article is a presentation of the didactic activity of the Aesthetic Education and Cultural Studies Unit. It presents a variety of didactic classes taught currently by the members of the Unit, starting from the study...
Can we educate a genius? Deliberations on the margins of the writings of Nietzsche
The article deals with the issue of systemic education. The author asks a classic question of whether traditional education systems should concentrate on students with average abilities or maybe they should foster the mo...
Jakość w edukacji, nadzór pedagogiczny i ewaluacja – doskonalenie systemu czy propaganda sukcesu?
The discourse on quality in education is permanently present in social sciences. The problem involves outstanding authorities, politicians and specialists in various fields. The article is devoted to the analysis of exte...