Hogan, Padraig
(2003)
Difference and diference in the tenor of learning.
Studies in Philosophy and Education, 22 (3-4).
pp. 281-293.
ISSN 0039-3746
Abstract
The critical resources furnished by deconstruction have more than occasionally
been turned with negative effect on traditional and more recent conceptions of
liberal learning, including the reaffirmation of the humanities associated with philosophical
hermeneutics. The first two sections of the paper review the contrasting and mutually
opposed stances towards learning represented by early formulations of deconstruction and
of hermeneutics. An exploration is then undertaken in the later sections of developments
that have taken place in both deconstruction and hermeneutics since the Derrida-Gadamer
encounter in Paris in 1981. While not in any sense assimilating hermeneutics to deconstruction
or vice versa, this exploration identifies significant shifts in later formulations
of both which provide a more inclusive context for understanding learning as a human
undertaking, including the identification of tensions that are more promising than negative.
| Item Type: |
Article
|
| Keywords: |
Deconstruction; Deference; Derrida; Difference; Gadamer; Hermeneutics; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
8575 |
| Depositing User: |
Dr. Padraig Hogan,
|
| Date Deposited: |
08 Aug 2017 14:01 |
| Journal or Publication Title: |
Studies in Philosophy and Education |
| Publisher: |
Springer Verlag |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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