PHILOSOPHICAL HERMENEUTICS AND THE CURRICULUM

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SAFAEE MOVAHHED SAEED; MOHABBAT HEDIEH

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Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2012 | Volume:11 | Issue:41 Page(s): 113-135

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Title

PHILOSOPHICAL HERMENEUTICS AND THE CURRICULUM

Author(s)

SAFAEE MOVAHHED SAEED | MOHABBAT HEDIEH | Issue Writer Certificate

Keywords

HERMENEUTICSQ2

PHILOSOPHICAL HERMENEUTICSQ2

CURRICULUMQ2

HERMENEUTIC CYCLEQ2

FUSION OF HORIZONSQ2

Abstract

HERMENEUTICS is an emergent discipline in the western thinking school which dates back to religious amendment movement and the e nlightment era. It has recently been in the spotlight and received an outstanding philosophical status along with epistemology, analytic philosophy, and aesthetics. Now, some scholars even boast that HERMENEUTICS has t aken over the stage of western philosophical thoughts since 1970s and has t ranscended other theoretical orientations.When we talk about HERMENEUTICS, what stands out is how wide it covers the various ideas. While it was primarily considered just as a method for interpreting the holy books, but Dilthey gave it a new position by making it the exclusive methodology of the humanities. By this, Dilthey meant to promote the humanities and gave it a position as high as the natural sciences. Since the beginning of the 20th century, Martin H eidegger promoted the HERMENEUTICS to a philosophical school, one that unlike the previous thoughts was not confined to a methodology for understanding the texts and exclusive methodology of the humanities. HERMENEUTICS was taken into the area of the CURRICULUM by education n eo-conceptualist theorists such as Pinar, Reynolds and Slattery.Although a new-comer, it has influenced areas like CURRICULUM t heorizing, CURRICULUM research and development. In this paper, we try to examine the CURRICULUM status in terms of theorizing, research and planning in philosophical HERMENEUTICS with emphasis on Heidegger and Gadamer’ viewpoints through a glance in the roots and historical background of HERMENEUTICS.The results indicated to what extent philosophical HERMENEUTICS could influence CURRICULUM theorizing and development. We concluded that according to philosophical HERMENEUTICS, CURRICULUM development and theorizing is a pluralistic, dialectical, and contextual entity.

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APA: Copy

SAFAEE MOVAHHED, SAEED, & MOHABBAT, HEDIEH. (2012). PHILOSOPHICAL HERMENEUTICS AND THE CURRICULUM. JOURNAL OF EDUCATIONAL INNOVATIONS, 11(41), 113-135. SID. https://sid.ir/paper/75469/en

Vancouver: Copy

SAFAEE MOVAHHED SAEED, MOHABBAT HEDIEH. PHILOSOPHICAL HERMENEUTICS AND THE CURRICULUM. JOURNAL OF EDUCATIONAL INNOVATIONS[Internet]. 2012;11(41):113-135. Available from: https://sid.ir/paper/75469/en

IEEE: Copy

SAEED SAFAEE MOVAHHED, and HEDIEH MOHABBAT, “PHILOSOPHICAL HERMENEUTICS AND THE CURRICULUM,” JOURNAL OF EDUCATIONAL INNOVATIONS, vol. 11, no. 41, pp. 113–135, 2012, [Online]. Available: https://sid.ir/paper/75469/en

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