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    Difference and diference in the tenor of learning

    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

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    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
    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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