Wyniki wyszukiwania - Biblioteka Nauki

1

Gadamerova hermeneutika a rozumějící sociologie

100%

Ďurďovič M.

Filosofický časopis (Philosophical Journal)

|

2008

|

tom 56

|

nr 4

509-531

EN

The article investigates the possibility of broadening Gadamer’s hermeneutical theory of the interpretation of a text also on the theory of the interpretation of human action. As a model for the development of hermeneutical inquiries, the author uses the theme of a understanding sociology. The successive parts of the article are aimed at analysing the conception of a understanding social action in Max Weber; at the subsequent critique and phenomenological development of this conception in the sociological theory of action of Alfred Schütz; and finally, and above all, at a differentiated inquiry into the problem of understanding the action of the other whose sociological treatment is, in the article, related to the more fundamental philosophical conception of understanding, as it was presented in Gadamer’s hermeneutics. The study, as a whole, shows not only that Gadamer’s concepts of horizon, the merging of horizons, and the hermeneutical situation may be meaningfully related to the question of the interpretation of human action, but also that new perspectives of inquiry may be opened up for sociological and philosophical theories of action.

2

Andrzej Wierciński, Existentia Hermeneutica: Understanding as the Mode of Being in the World, LIT, Zürich 2019, pp. 512 (rev.)

87%

Portocarrero M. L.

Studia Philosophiae Christianae

|

2020

|

tom 56

|

nr 1

157-160

PL

Andrzej Wierciński’s "Existentia Hermeneutica: Understanding as the Mode of Being in the World" is absolutely innovative in its reflection on the hermeneutic relationship between philosophy and theology. It represents a profound analysis of the whole tradition of philosophical hermeneutics and Catholic theology, which drew upon the former for a new account of the problematic of faith. ------------ Zgłoszono: 20/12/2019. Zrecenzowano: 11/01/2020. Zaakceptowano do publikacji: 29/01/2020

EN

Andrzej Wierciński’s "Existentia Hermeneutica: Understanding as the Mode of Being in the World" is absolutely innovative in its reflection on the hermeneutic relationship between philosophy and theology. It represents a profound analysis of the whole tradition of philosophical hermeneutics and Catholic theology, which drew upon the former for a new account of the problematic of faith. ------------- Received: 20/12/2019. Reviewed: 11/01/2020. Accepted: 29/01/2020

3

Tradycja a rozumienie sztuki w filozofii Hansa-Georga Gadamera

80%

Czakon D.

Estetyka i Krytyka

|

2013

|

nr 3(30)

25-41

XX

This article is an introduction to the idea of tradition which is present in H.-G. Gadamer’s thoughts. The author analyzes tradition in the context of the art experience. In the first part the author of this paper describes tradition in the broader hermeneutic context. The author depicts tradition and, consecutively: understanding, hermeneutic experience, ‘historically effected consciousness’, horizon, authority, prejudice. The second part addresses specifically Gadamer's thoughts on the arts as an experience of tradition. Gadamer's hermeneutic theory is interpreted as a presumptive solution to the problem of contemporary culture.

4

Chrystocentryzm alegorii chrześcijańskiej w starożytnej hermeneutyce biblijnej

80%

Paciorek A.

The Biblical Annals

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1997

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tom 44

|

nr 1

29-42

PL

Der Aufsatz betrifft die in dem Altertum von christlichen und nichtchristlichen Autoren benutzte Allegorie. Die christliche Allegorie ist aber gar nicht dieselbe wie bei den anderen (heidniche Philosophie, Philo). De Unterschied besteht in Annahme der Historizität der betreffenden Aussagen, vor allem der in der Annahme der entscheidenden Bedeutung Christi für das Verstehen der ganzen alttestamentlichen Geschichte. Im Horizont der Hermeneutikprinzipien von Origenes ist das besonders überzeugend. Eben diese Hermenutikprinzipien lassen verstehen, wie weit die allegorische Interpretation in der Gesamtheit der alexandrinischen Exegese eingebaut ist.

5

Znaczenie „doświadczenia hermeneutycznego” w ujęciu H.-G. Gadamera dla edukacji

80%

Teusz G.

Studia Edukacyjne

|

2019

|

nr 53

275-284

EN

The aim of the article is to present the meaning and essence of the “hermeneutical experience” in the H.-G. Gadamer’s perspective for the theory and educational practice. The topics address the relationship between pedagogy and philosophy, the presence of philosophical ideas in the reflection on upbringing and the practice of upbringing.

6

Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu

80%

Milerski B.

Kwartalnik Pedagogiczny

|

2015

|

tom 60(2 (236))

56-74

PL

Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.

7

Герменевтика и межкультурная коммуникация (польско-востославянские параллели)

80%

Вадас-Возьны Х. , Сенкевич В.

Przegląd Wschodnioeuropejski

|

2010

|

tom 1

383-401

EN

Translation of a text rich in culture-oriented values requires the working out of basic principles of translation. Such theoretical deliberations should be based upon the hermeneutic categories that are dealt with in the process of translation which is inseparable from the culture of a particular ethnos. In the following paper, translation, a term related to the metalinguistic interpretation of a text as opposed to interpersonal communication (understood as exchanging information using language as a means of communication), acts as the leading hermeneutic category. Text translation is perceived in the context of an intercultural translation process which is hampered by numerous cultural and linguistic limitations. As a pragmatic category, text makes the interpreter follow a set of requirements, which, if not implemented, decrease the quality of the translation whereas if implemented - are a sign of professionalism. Hermeneutic aspects of translation are described from the perspective of categories such as: information, meaning, interpretation, equivalence, related to the text itself as well as the process of its translation. The hermeneutic aspects of translation are exceptionally important when the text refers to a specific linguistic background, i.e. contains names concerning the cultural reality of an ethnos, which have neither obvious nor constant equivalents in any different culture and language. The competence of the interpreter is vastly influenced by his skills of interpretation and his ability to present the phenomena of material and spiritual culture from one linguistic reality to another.

8

Lincoln’s Deadly Hermeneutics

80%

Ball T.

Teoria Polityki

|

2020

|

tom 4

197-215

EN

My aim here is to extend and further explore the deeper meaning of a phrase I coined some years ago: “deadly hermeneutics” (Ball, 1987):2 roughly, the idea that hermeneutics – the art of textual interpretation – can be, and often is, a deadly business, inasmuch as peoples’ lives, liberties and well-being hang in the balance. I plan to proceed as follows. By way of introduction and illustration I first consider very briefly three modern examples of deadly hermeneutics. I then go on to provide a brief account of the hermeneutical-political situation in which Abraham Lincoln found himself in the 1850s in the run-up to the Civil War and subsequently during the war itself. This requires that I sketch an overview of the Southern case for secession and, more particularly, their interpretation of the Declaration of Independence and the Constitution to legitimize that radical move. I then attempt to show how Lincoln invoked and used a counter-interpretation of the Declaration in his speeches on the Kansas-Nebraska Act (1854), the Dred Scott decision (1857), and his debates with Senator Stephen A. Douglas (1858). I next look at President Lincoln’s interpretation of the Constitution in the Emancipation Proclamation (1863), his suspension of Habeas Corpus and, finally, his finest, briefest – and at the time highly controversial – Gettysburg Address.

9

Understanding, Expression and Unwelcome Logic

80%

Holub Š.

Studia Semiotyczne

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2020

|

tom 34

|

nr 1

EN

In this paper I will attempt to explain why the controversy surrounding the alleged refutation of Mechanism by Gödel’s theorem is continuing even after its unanimous refutation by logicians. I will argue that the philosophical point its proponents want to establish is a necessary gap between the intended meaning and its formulation. Such a gap is the main tenet of philosophical hermeneutics. While Gödel’s theorem does not disprove Mechanism, it is nevertheless an important illustration of the hermeneutic principle. The ongoing misunderstanding is therefore based in a distinction between a metalogical illustration of a crucial feature of human understanding, and a logically precise, but wrong claim. The main reason for the confusion is the fact that in order to make the claim logically precise, it must be transformed in a way which destroys its informal value. Part of this transformation is a clear distinction between the Turing Machine as a mathematical object and a machine as a physical device.

10

Pięć koncepcji dialogu

80%

Gadacz T.

Kwartalnik Pedagogiczny

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2015

|

tom 60(2 (236))

75-91

PL

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.

11

Kategoria godności człowieka w świetle hermeneutyki

80%

Bronk A.

Analiza i Egzystencja. Czasopismo Filozoficzne

|

2012

|

nr nr 19

11-29

EN

The object of my elementary semiotical and methodological considerations is the place and the function of the concept of human dignity in the hermeneutics of Hans-Georg Gadamer. The notion of human dignity is used today frequently – alas, often uncritically – in many political and ideological discussions as a tool to promote certain kinds of social policy. I am above all interested in the many meanings of the notion of human dignity and the philosophical (ontological and epistemological)presuppositions that lie at the bottom of its use. What precisely do we mean when we say that human beings are characterized by a dignity? However, I will not determine precisely the different meanings,past and present, of “human dignity”, much less give a projecting definition of this notion. I devote attention – though only indirectly – to objective questions raised by the notion of human dignity and to their answers as well as to arguments in their favour. When we accept the hermeneutics as a philosophical anthropology then we see also that the notion of human dignity plays a peculiar function in it. In conclusionI state that the thesis that the human being has an ontologically distinctive way of existence finds adequate rational explanation and justification only in philosophy and a non-rational explication and a full justification in Christian theology.

12

Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu

80%

Milerski B.

Kwartalnik Pedagogiczny

|

2015

|

nr 2(236)

56-74

EN

Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.

13

Wpływ doświadczenia na proces lektury czytelnika. Refleksje dydaktyczne

80%

Myrdzik B.

Postscriptum Polonistyczne

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2012

|

nr 2(10)

97-108

EN

The author of the article presents the concept of experience and experiencing in the field of Polonistic education. According to the scholar, Hans¬ Georg Gadamer’s philosophical her-meneutics can serve as an inspiring context in research and educational work of a teacher. Gadamer’s hermeneutics has been one of the influential ideas in philosophy and social sci-ences in recent years. The type of experience presented by the philosopher, that is more like a meeting, a talk than only a live stream, and whose task is to activate and rationalize what is primary in the process of common experiencing the world, can be used in school education in many ways.

14

Intryga audio. Hybrydyczna rzeczywistość słuchowiska Krzysztofa Czeczota Andy

80%

Łastowiecki J. , Uniwersytet Zielonogórski W. H. , Janusz Łastowiecki – krytyk radiowy p. i. b. s. r. N. U. Z. p. p. d. n. t. p. t. r. B. s. , januszlastowiecki@o2.pl

Acta Universitatis Lodziensis. Folia Litteraria Polonica

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2015

|

tom 28

|

nr 2

EN

The concept of the simulacrum creatively influenced reflections on postmodernism. In this text it will help us to see the phenomenon of the hybridization of meaning constituted in a dolby surround radio drama. Czeczot’s drama Andy uses the convention of noir to illustrate problems associated with media coverage. The article demonstrates the role of the listener in the formula created by the drama’s author, that of surround sound.

15

The role of categorization in understanding

80%

Piłat R.

Nauka

|

2017

|

nr 3

PL

In this article, I am examining the role of categorization in understanding. The problem arises from well-known distinction between explanation and understanding, which has been for a century pursued in hermeneutic tradition. Categorization belongs to explanatory endeavor and its role in understanding is unclear. In order to delimit the scope of inquiry I am focusing on the weakest kind of categorization, so called categorization ad hoc. I am examining the hypothesis to the effect that categorization plays its role in hermeneutic circle as some sort of pre-understanding. Eventually, however, I reject this hypothesis. It is because it leads to hermeneutic paradox: The notion of pre-understanding has a meaning only in the context of full-fledged understanding, which is an unattainable ideal. Such ideal cannot be used as a personal criterion of the quality of one’s understanding. There is a tension between the feeling of understanding and the scarcity of personal means to justify this feeling. I am suggesting that similar, albeit weaker effect occurs also in more elaborate, scientific categorizations. What is really wrong in the passage from categorization to understanding is some form of self-understanding: We do not know whether we understand better, or at all when we put some categorical order onto our experience. We do not seem to have the required meta-understanding.

16

Hermeneutyka doświadczenia religijnego. Tropy i przyczynek do dyskusji

80%

Bondzio T.

Studia Ełckie

|

2021

|

tom 23

|

nr 3

327-339

EN

When we talk about the definition of “religious experience”, even in a theological approach, we can see justified ambivalence. The centuries-long reflection on this issue, from the analysis of biblical texts to patristic thought, the reflections of theologians, and the decisions of the Church’s Teacher’s Office, leads to a multiplicity and variety of conclusions. However, the leaps of development and changes with the category of experience do not contradict Revelation. The article does not exhaust the issue of religious experience in its entirety, but it does give a clear signal of the importance of the problem and contributes to further research in philosophy, psychology, and theology. The text presents the results of the research, which gives the possibility to apply them to contemporary theological thought. It can be seen that religious experience is not something static and finite, but is something dynamic and multidimensional.

17

Kliniczna hermeneutyka podejrzeń – topologiczna (bez)graniczność. Śladami Jacquesa Lacana

80%

Węc K.

Kwartalnik Pedagogiczny

|

2015

|

nr 2(236)

185-203

EN

The article is an attempt to introduce relationships between hermeneutics, pedagogy and psychoanalysis. The essential issue under consideration is the interpretation of topological figures as a particular tool allowing to perceive hermeneutics from the subject’s clinic perspective. The key importance for pedagogy here is the indication that both hermeneutics and psychoanalysis have a cognitive value recognising the subject in categories which exceed the traditional subject narratives, formulated from the perspective of the hermeneutic circle.

18

Pięć koncepcji dialogu

80%

Gadacz T.

Kwartalnik Pedagogiczny

|

2015

|

nr 2(236)

75-91

EN

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.

19

Towards Norwid’s hermeneutics

80%

Kuziak M.

Studia Norwidiana

|

2016

|

tom 34 English Version

239-248

EN

This article is a review of the book by P. Abriszewska Literacka hermeneutyka Cypriana Norwida [Cyprian Norwid’s literary hermeneutics]. The book discusses the previous research of the issue, taken in the context of the Romantic, the 19th-century and the 20-th century hermeneutic thought. The review focuses on the reconstruction of the diversified and multilateral hermeneutic approaches to Norwid’s works proposed by the author of the publication. These hermeneutic approaches are linked with culture, literature, history and – to the smallest extent – with nature; all of them being part of the poet’s oeuvre.

20

Hans-Georg Gadamer – doświadczanie granicy języka

80%

Garncarek P.

Postscriptum Polonistyczne

|

2012

|

nr 2(10)

77-95

EN

The article discusses the usefulness and adequacy of hermeneutic theory of language by Hans¬ Georg Gadamer in glottodidactic process. It presents the attempt to define the phe-nomenon of language (in this case regarded as a foreign language) that is different than the linguistic one. It is a contribution to further search for different ways of defining a native language while teaching it at Polish faculties abroad. The aim of such search is to find an answer to the question: what is it that we teach?