解釈学的=現象学的立場からの考察
1978 年 1978 巻 37 号 p. 7-13
詳細
1978 年 1978 巻 37 号 p. 7-13
Questions and doubts about the scientific nature of pedagogy are as old as the history of pedagogy and are at the center of pedagogy even now. This may be due to the fact that educational reality and the educational situation form a non-technical complex entity which ist not sufficiently explained by means of a technical model construed and controlled in a semi-logical fashion. Therefore the fact that the quarrel around the scientific character of pedagogy is still going on, must not be blamed on the scientific backwardness of pedagogy. The problem is rather a matter of being more deeply concerned about the essence of education.
In this discussion the attempt is made to scrutinize the problem of the scientific nature of pedagogy, within the frame of our viewpoint of hermeneutic =phenomenological theory and comparing it with the theory of theoretical analysis and the theory of social criticism covering in the discussion the following five points.
1. The connection between “understanding life” and scientificness;
2. The unbiasedness and objectivity of science;
3. The connection between factual research and normative research;
4. The hermeneutic character of concept formation;
5. Critical theory and hermeneutics.
