Academic literature on the topic 'Hans-Georg Gadamer philosophical hermeneutics'

This doctoral thesis argues that Gadamer’s hermeneutical ontology is grounded in part in Plato’s ontology of ideas. In making this argument, this thesis will aim to substantiate the following claims on the basis of Gadamer’s sustained focus on the principles of his hermeneutical ontology and Plato’s ontology of ideas, and the hypothesis that the former has a substantial basis in the latter: one, that the hermeneutical object maintains both a unitary and multiple existence; two, that the unity and plurality of the hermeneutical object presuppose their speculative unity within a single, ontological framework; and three, that language functions as the medium between the unitary and multiple existences of the hermeneutical object following their logical separation. Overall, this thesis aims to make an original contribution to Gadamer studies and his views on language and hermeneutical experience by arguing that his understanding of the ontology of the hermeneutical phenomenon shares a common philosophical ground with Plato’s theory of ideas. This thesis begins, therefore, with the idea that the essential finitude of human knowledge necessitates that the conception of truth in Gadamer’s hermeneutics rests upon the principles of unity and multiplicity in order to be meaningful. From there, we illustrate that Gadamer locates these principles in Plato’s late ontology, and that in developing the central concepts of his hermeneutics he remains faithful to the Socratic turning toward the ideas. Plato clarifies for Gadamer how, in recognizing the internal limits of our knowledge, we efface ourselves in light of the unlimited scope of the ideas that constitute our understanding of the world, and necessitate that this understanding is shared and developed with others. In addition to the introduction and conclusion, this dissertation has five chapters. Chapter one demonstrates that the hermeneutical object has both a unitary and multiple existence, and that the truth that hermeneutical reflection obtains must therefore attend to both the essential unity and multiplicity that belong to this object. Chapter two uncovers Gadamer’s approach to Plato’s theory of ideas, principally through his understanding of Plato’s participation thesis and the arithmos structure of the logos. Chapter three demonstrates that, because of its essential historicity, hermeneutical consciousness does not require a standard of objective certainty in order to validate its truth-claims extra-historically or extra-linguistically. It is shown, rather, that such standards are known historically and are therefore subject to change in light of our shared experiences of them. Chapter four elaborates Gadamer’s characterization of hermeneutical understanding as theoretical, i.e. as a mode of participation in the intelligible structures of reality that implies the practical activity of the participants. This chapter also examines the speculative structure of language that Gadamer applies to his hermeneutics, and how he uses this structure to situate the Platonic One and Many historically. Finally, chapter five further elaborates Gadamer’s identification of hermeneutics as a practical activity as a way to distinguish between authentic and inauthentic experience. In light of this distinction, this chapter demonstrates that authentic experience necessarily implies a justificatory demand toward others that secures solidarity and goodwill in social and political institutions.

Esse trabalho dissertativo apresenta as contribuições da hermenêutica filosófica de Hans Georg Gadamer (1900-2002) no entendimento do modo como se dá a compreensão e as implicações teóricas para a educação. Como fio condutor da argumentação, assim como reforça Gadamer, a linguagem adquire o sentido de meio de onde parte a compreensão, superando a ideia de linguagem como instrumento. Com base nesses conceitos, a educação se mostra como um fenômeno humano de entrada na linguagem e ao mesmo tempo de mudança na articulação dos elementos constituidores de sentido. Para o movimento da compreensão, assim como para a educação, a abertura para o outro e para a pergunta, como ocorre no diálogo, torna-se o critério de mobilização dos preconceitos e do limite da compreensão. O texto está dividido em quatro capítulos, na primeira parte serão apresentadas algumas bases teóricas da hermenêutica filosófica, bem como uma trajetória conceitual do círculo hermenêutico em Schleiermacher, Dilthey e Heidegger. No segundo capítulo a proposta é mapear os conceitos que dão sustentação à teoria de Gadamer acerca da compreensão. O terceiro capítulo tem como foco a linguagem e pretende dar visibilidade ao seu aspecto fundante como condição de possibilidade da compreensão e da entrada no mundo. Por fim, no quarto capítulo serão retomados os conceitos-chave da hermenêutica filosófica na tentativa de aproximação com a educação.<br>Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T13:40:50Z No. of bitstreams: 1 Dissertacao Daniel Jose Crocoli.pdf: 927544 bytes, checksum: 9f8ecc22ce512ab465096aed426ef65b (MD5)<br>Made available in DSpace on 2014-06-03T13:40:50Z (GMT). No. of bitstreams: 1 Dissertacao Daniel Jose Crocoli.pdf: 927544 bytes, checksum: 9f8ecc22ce512ab465096aed426ef65b (MD5)<br>This work presents the contributions of dissertational philosophical hermeneutics of Hans Georg Gadamer (1900-2002) to understand the way it gives understanding and theoretical implications for education. As a thread of the argument, as well as reinforces Gadamer, language acquires a sense of where the middle part of the understanding, overcoming the idea of language as a tool. Based on these concepts, shows how education is a human phenomenon in language input and at the same time change in the articulation of the elements constitutor sense. For understanding the movement as well as for education and openness to the other to the question, as in dialogue, becomes the criterion for the mobilization of bias and the limits of understanding. The text is divided into four chapters, the first part will present some theoretical bases of philosophical hermeneutics, as well as a conceptual trajectory of the hermeneutical circle in Schleiermacher, Dilthey and Heidegger. In the second chapter the proposal is to map the concepts that support the theory about understanding Gadamer. The third chapter focuses on language and wants to project its foundational aspect as a condition of possibility of understanding and entrance into the world. Finally, the fourth chapter will resume the key concepts of philosophical hermeneutics in an attempt to approach the education.

The purpose of this study is to examine philosophical hermeneutics as a referent for student understanding of Nature-of-Science (NOS) concepts. Rather than focus on a prescriptive set of canons used in addressing NOS pedagogy in K-12 schools, this study seeks to explicate a descriptive set of principles based on Hans Georg-Gadamer’s theory of interpretation that has the potential for developing dispositions necessary for understanding. Central among these are the concepts of fore-structure, prejudice, temporal distance, and history of effect, all of which constitute part of the whole of the hermeneutic circle as envisaged by Gadamer. As such, Gadamer’s hermeneutics is contrasted with Cartesian epistemology and its primacy of method, the Enlightenment’s prejudice against prejudice, the modernist/progressive tendency to consider all situations as problems to be solved by relegating all forms of knowledge to techné, and the subjective nature of interpretation inherent in a hermeneutics of suspicion. The implication of such a conceptual analysis for NOS pedagogy is that student understanding is considered not so much as a cognitive outcome dependent on a series of mental functions but rather as an ontological characteristic of Dasein (being-human) that situates learning in the interchange between interpreter and text. In addition, the philosophical foundations implicit in addressing student understanding of NOS found in many curricular reform efforts and pedagogical practices in science education are questioned. Gadamer’s hermeneutics affords science education a viable philosophical framework within which to consider student understanding of the development of scientific knowledge and the scientific enterprise.

This thesis applies an interpretation of philosophical hermeneutics in Hans-Georg Gadamer’s Truth and Method to an understanding of history education. First, I review the Anglophone literature pertaining to history teaching and learning to determine whether there is a gap that can be filled by Gadamerian hermeneutics. Then, I present the interpretation of philosophical hermeneutics and describe what may occur during the experience of understanding in the history classroom. Specifically, this section e chapter presents the effects of tradition and history on individuals and the dialogical nature of Gadamer’s interpretation and understanding. Third, I describe what dialogue might look like in context of young people learning history. It also expands the interpretation of dialogue’s role in reducing the separation in time and meaning between interpreter and text. Last, I present the implications for Bildung. Dialogical interpretation and understandings in the classroom provides new opportunities for individuals to expand their horizons and understanding of the world. In chapter five, I also describe the implications for curriculum, pedagogy, classroom materials and teacher education.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate

In Romans, Paul quotes OT texts to argue for the covenant inclusion of the Gentiles. Two important quotations, from a hermeneutical standpoint, are Hos 2:23 (2:25 LXX) and 1:10 (2:1 LXX) in Rom 9:25-26, which are presented here as a case study for testing the relevance of Hans-Georg Gadamer’s hermeneutic for biblical studies. Paul’s quotations are thought-provoking because there seem to be difficulties reconciling the quoted texts’ original agenda with his own at the time of writing. The oracles were originally used to argue for the inclusion of rebellious Israel, not Gentiles as Paul argues. Thus, the issue of competing agendas becomes quickly apparent. Past scholarship has addressed this issue in various ways with little consensus being reached. This thesis utilizes Gadamer’s philosophical hermeneutics as a clarifying way forward. Despite the significance and relevance of his work, Gadamer has not influenced biblical scholarship as deeply as one might have expected. The most significant contribution this thesis makes, therefore, is to bring Gadamer’s hermeneutic to bear upon the issue of biblical intertextuality as evidenced in the use of Hosea in Romans. Part One introduces the issues and surveys the ways some scholars have sought to understand them (chapter 1). A Gadamerian approach is proposed as a way forward (chapter 2). Part Two outlines Gadamer’s philosophy, which includes a sketch of his scholarly context (chapters 3-4). Part Three revisits the intertextual intricacies in key parts of Romans through the lens of a Gadamerian hermeneutic. Relevant motifs that shape Paul’s and Hosea’s horizons are identified and traced, lending insight to Rom 9:25-26. This is aided by an examination of key texts from the CD and Pesharim (chapters 5-6). Conclusions are then synthesized, bringing clarity to Rom 9:25-26 (chapter 7). Finally, a summary is given, and areas for future enquiry are proposed (chapter 8).

The need for Registered Nurses (RNs) in the long-term care of older people is being questioned, particularly in the context of nursing shortages, while suggestions for 'professionalising' Care Assistant (CA) roles are emerging. Despite ongoing debates about the importance of their work, research has so far been unable to provide an evidence-base for the outcomes of the work of either RNs or CAs in UK care homes. Using a multi-method interpretive approach, adopting a structure-process-outcome framework and grounded in the philosophical hermeneutics of Hans-Georg Gadamer, this qualitative research sought to illuminate the distinct contributions made by RNs and CAs to outcomes for older people in care homes. RNs and CAs from around the UK contributed 'significant' examples of their work for Phase 1 of the study and Phase 2 comprised researcher fieldwork (observation, interviews and documentary analysis) in three care homes around England. Participants included RNs, CAs, older residents, relatives, home managers and professionals working in the homes. The findings offer a rich and detailed analysis of the realities of the work, much of which takes place 'behind closed doors' and has been described to a limited extent in the literature. They suggest that the CAs' daily support helps residents to function and to feel valued, and that close, reciprocal, family-type relationships develop. The health knowledge and clinical expertise of good RNs is critical in determining residents' health outcomes, particularly in the long-term, and RNs' 24-hour 'perceptual presence' can make life or death differences in acute or emergency situations. RNs also influence the environment, atmosphere and quality of care in the home. In the context of the literature, the findings offer new insights into the role and contribution of RNs and CAs, the outcomes of their work and the priorities of residents. The study produced new models of RN and CA roles in care homes, encompassing dimensions not previously acknowledged in the literature or their job descriptions, and a new framework within which the outcomes of care for older people could be evaluated. The research offers a positive image of work with older people in independent sector care homes.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-16T17:05:38Z No. of bitstreams: 1 Danton Guilherme Oestreich_.pdf: 658443 bytes, checksum: d5f5339cace57449e1ae2d5125e7c3d7 (MD5)<br>Made available in DSpace on 2016-11-16T17:05:38Z (GMT). No. of bitstreams: 1 Danton Guilherme Oestreich_.pdf: 658443 bytes, checksum: d5f5339cace57449e1ae2d5125e7c3d7 (MD5) Previous issue date: 2016-08-30<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Gadamer desenvolve sua ontologia da obra de arte recorrendo ao conceito de jogo para expressar o modo de ser obra da arte, salientando a importância de libertar o conceito do significado subjetivo que, desde a estética de Kant, prevaleceu para a abordagem da arte bela. A julgar pela natureza hermenêutica da sua investigação, ele parece ter em vista a intenção de contrapor a necessidade de uma mediação histórica do conteúdo da arte diante da noção estética que privilegia a simples distinção formal da arte. De fato, isto sugere um confronto com a noção de jogo livre das faculdades da imaginação e do entendimento de Kant que se refere ao estado ideal do ânimo quando este está inclinado a reconhecer algo como belo e que é autônomo de questões de conteúdo na perspectiva de uma distinção formal. Além disso, para Kant, no caso das obras de arte, a possibilidade de ajuizamento da beleza seria mediada pelo conceito de forma da arte em questão, onde a música acaba sendo definida como o “belo jogo das sensações do ouvido”. Cabe perceber, desta forma, que na música encontramos uma confluência das dimensões estética, hermenêutica e formal através do mesmo conceito de jogo, o que permite considerar a leitura gadameriana do juízo estético sob as peculiaridades da arte musical. Assim, o propósito deste estudo é averiguar a tensão existente entre uma consideração do belo musical enquanto dependente de uma autonomia estética ou enquanto dotado de questões de conteúdo para o qual a forma tem que ser referente. Esta situação problema será apresentada a partir da forma musical de um exemplo específico – a saber: o final da primeira sonata Royal Winter Music de Hans Werner Henze – para mostrar como aspectos da teoria kantiana e gadameriana podem ser significativos para a compreensão da experiência musical.<br>Gadamer develops its ontology of the artwork using the play concept to express the mode of being of the work of art, stressing the importance of freeing the concept from the subjective meaning that, since Kant's aesthetics, prevailed in the approach the beautiful art. Judging by the hermeneutic nature of his research, he seems to have in mind the intention of counteracting the need for a art content's historical mediation on the aesthetic notion that favors simple formal distinction of art. In fact, this suggests a confrontation with Kant's notion of free play of the faculties of imagination and understanding, referred to the ideal state of mind when it is inclined to recognize something as beautiful and autonomous from content issues in a perspective of formal distinction. Moreover, for Kant, in the case of works of art, the possibility of beauty judgment would be mediated by the concept of art form in question, where the music ends up being defined as the "beautiful play of ear sensations”. In this way, it should be noted that in music we find a confluence of aesthetic, hermeneutics and formal's dimensions through the same play concept, what allowing the consideration of Gadamer's reading of aesthetic judgment under the peculiarities of musical art. Thus, the purpose of this study is to ascertain the tension between a consideration of the musical beautiful as dependent on an aesthetic autonomy or as endowed with content issues for which the musical form has to be related. This problem situation is presented from the musical form of a specific example – namely: the end of the Hans Werner Henze's Royal Winter Music first sonata – to show how aspects of the theories of Kant and Gadamer can be significant for understanding the musical experience.