Methods in Philosophy of Education

By Frieda Heyting; Dieter Lenzen et al. | Go to book overview
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rights' has a communicative sense and is not based upon a factum of natura humana. Everything that is to be real for the acting persons must pass through the eye of the needle of communication and self-understanding, unless one of the participants, fearing the unavoidable reflection characterising educational communication, so determines educational conditions that they remain inaccessible to each other. This latter was the strategy of Rousseau. It still awaits its in-depth refutation even today.

Faced with the fundamental question of whether children actually do have, or should have, rights at all, hermeneutics remains silent.

Further reading
Dilthy, W. (1981) Der Aufbau der geschichtlichen Welt in den Geisteswissenschaften (The Construction of the Historical World in the Human Sciences), ed. M. Riedel, Frankfurt am Main: Suhrkamp
Gadamer, H.-G. (1960) Wahrheit und Methode, Tübingen: J. C. B. Mohr.
--(1999) Truth and Method, trans. W. Glen-Doepel, 2nd rev. edn., London: Sheep & Ward.
Heidegger, M. (1927) Sein und Zeit, Halle an der Saale: May Niemeyer.
--(1962) Being and Time, trans. E. Robinson, New York: Harper & Row.
--(1996) Being and Time, trans. J. Stambaugh, Albany:State University of New York Press.
Mueller-Vollmer, K. (ed.) (1986) The Hermeneutics Reader, Oxford: Blackwell


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