Mohammad Jaberynasr; parvaneh Valavi; Masoud Safaei Moghadam; Alireza Haji Yakhchali
Abstract
The purpose of this research was to study creativity as an original understanding based on Gadamer's philosophical hermeneutics, and its implications for education. The research method was analytical-deductive. Creativity is one of the highest goals of all educational systems. Different approaches to ...
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The purpose of this research was to study creativity as an original understanding based on Gadamer's philosophical hermeneutics, and its implications for education. The research method was analytical-deductive. Creativity is one of the highest goals of all educational systems. Different approaches to Psychology, consistent with the general theoretical frameworks and large assumptions that have been accepted, have provided different and sometimes contradictory definitions. However, creativity is certainly a kind of understanding, a genuine understanding that transcends existing Knowledge. The fundamental axis of Gadamer's philosophical hermeneutics is what is understood. In this research, while analyzing Gadamer's view on understanding, he examines creativity as the most original type of understanding from Gadamer's point of view and as an example of his practical wisdom, and principles such as not being able to be trained, the ability to be specific, and measure additionality to creativity from the point of view of Godammer's philosophical hermeneutics as well as educational implications such as education goal, form of educational system, teaching method, curriculum, learning, evaluation, motivation and research method were extracted.
Seyyed Masoud Hosseyni Toushmanlouei; Seyyed Mohammad Reza Beheshti
Abstract
The ‘truth’ in Martin Heidegger’s philosophy is a fundamental theme. From the very beginning of his intellectual career, Heidegger attempted to give a more fundamental notion of truth, and during his philosophical activity he took various steps in this regard. However, he never ceased ...
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The ‘truth’ in Martin Heidegger’s philosophy is a fundamental theme. From the very beginning of his intellectual career, Heidegger attempted to give a more fundamental notion of truth, and during his philosophical activity he took various steps in this regard. However, he never ceased from this basic insight that truth is ἀλήθεια (aletheia): the struggle between concealment and disclosure. In addition, Heidegger believes that in Plato’s philosophy, a transformation has emerged in the essence of truth, so that the truth has become Richtigkeit/correctness. According to Heidegger’s view, this transformation is the source of “Seinsvergessenheit/ forgetfulness of being” and this is the source of various forms of subjectivism and nihilism in the modern age. In contrary, Gadamer argued that Plato actually held the fundamental truth of ἀλήθεια, and that Heidegger’s view that Plato’s thought would inevitably lead to the oblivion of being and modern subjectivity is not correct. Gadamer has various strategies to prove his point of view. In this article, we will consider the status of the idea of the good in the theory of Ideas and the notion of dialectic in Plato’s Seventh Letter, and we will try to illustrate along with Gadamer that there are possibilities in Plato’s thought that can eradicate him from Heidegger’s critique.
mehdi mo'in zadeh; hamidreza ayatollahi
Abstract
Gadamer’s preoccupation with the nature of understanding led him to devote special attention to human sciences. While believing in Dilthey’s verstehen, he claimed that Dilthey is captivated with the myth of method. Gadamer, thus, questioned the method and did not necessarily seek the truth ...
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Gadamer’s preoccupation with the nature of understanding led him to devote special attention to human sciences. While believing in Dilthey’s verstehen, he claimed that Dilthey is captivated with the myth of method. Gadamer, thus, questioned the method and did not necessarily seek the truth in its framework. Therefore, Dilthey’s belief in “hermeneutics as the bedrock of all human sciences” was adopted but redefined by Gadamer who introduced aesthetics as the guiding principle of human sciences.
mansour fahim
Abstract
Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not ...
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Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not welcomed the 1vqy it deserves f?y the administrators of a number of disciplines. One such field o.f stucfy is the area of language teaching in ivhich philosophical concerns are left near/y intact. The present article is aimed at recapitulating the mqjor impact a partial acquaintance nitb philosopl!J can have on our general conceptualizations particular/y as it concerns Language and pedagogy. In so doing, a brief introduction is made, at the outset, to the tuo principal divisions of philosopl:y, i.e. ana/ytical and continental philosopl?J. The concept of bermeneutical thought is then presented as an issue relevant to the school of continentalphilosopl?J, and the vieivpoints of several celebrated progenitors and pioneers of this sub-branch of philosopl:y, i.e. hermeneutics are dimmed. An attempt is made, aftenaards, to introduce some traces of hermeneutics in linguistics and some of its main sub-branches inclttding pragmatics, critical discourse analysis andp.rychological studies. In the encl a brief account is given of some practical advantages of a .familiarity with these philosophical concepts in pedagogical terms
kazem Hani; Reza Soleyman heshmat
Abstract
The prevalent conception about Plato’s philosophy is that, by differentiating sensible things from the realm of Ideas, he has made a step toward establishing Metaphysics. From Plato’s viewpoint, ideas form the essences of sensible things. Ideas are the condition of both the existence of sensible ...
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The prevalent conception about Plato’s philosophy is that, by differentiating sensible things from the realm of Ideas, he has made a step toward establishing Metaphysics. From Plato’s viewpoint, ideas form the essences of sensible things. Ideas are the condition of both the existence of sensible things and their recognition. Now, considering this original ontology and epistemology, some important issues arise: how do sensible things relate to Ideas? To what extent is Aristotle’s viewpoint regarding the separation of Ideas and sensible things acceptable? What effect does the existence of Ideas have on our conception regarding human beings (Dasein) and her/his practical life? In this paper, we attempt to consider these questions from the viewpoint of two German philosophers, namely Martin Heidegger and Hans Georg Gadamer. While Heidegger believes that Plato by proposing the doctrine of ideas began oblivion of truth in the meaning of unhiddenness and disconcealment and also resulted in the oblivion of Being, Gadamer believes that Heidegger’s interpretation of Plato and the whole history of Metaphysics was under the influence of Aristotle’s criticism. On the one hand, consulting to dialogues of Plato, Gadamer clearly explains the relation of ideas and sensible things but on the other hand, he emphasizes that the Good while being transcendence and concealment is present in all of our actions.
