Klaudia Węc,Granice i transgresje współczesnego wychowania. Kontestacyjny wymiar pedagogiki krytycznej i jej praktyczne implikacje

Andrzej Wierciński
2015 Studia Paedagogica Ignatiana  
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more » ... r years of research and raises important questions about the sources of inspiration for contemporary pedagogy. She looks for these inspirations primarily in psychoanalysis of a Freudian and Lacanian provenance. From the hermeneutic perspective, her questions about the limits and limitedness of human thinking are particularly valuable. Understanding is not a question of methodology, aimed at establishing clear and universally valid cognitive criteria, but an event (Verstehen as Ereignis). Since the object of experience always proclaims its otherness over and against the experiencing consciousness, the event of understanding is a never-ending task. Asserting the essential incompleteness of any understanding, not because we lack su cient scienti c tools and experience, but because we are historical, nal, and lingual beings, understanding is not so much about the understanding of something (Verstehen von etwas), but a way of understanding of the human being (Grundvollzug des Daseins), which opens us up toward what is possible/ for the possible. (Heidegger's primacy of possibility over actuality:
doi:10.12775/9151 doaj:335cb1ac71574fb1912ff9427e17d5a0 fatcat:zxwxb3o7yvdsnlyjmaawfbaqpe