Pedagogika w zmianie paradygmatycznej – problem hermeneutycznej niewspółmierności
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Date
2014
Authors
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Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
Title alternative
Pedagogy in the Paradigmatic Change – the Problem of Hermeneutic Disparity
Abstract
The text focuses on the issues of the development and changes within scientific disciplines, in particular
social sciences and special education as one of their areas. The author locates his reasoning in
reference to the idea of scientific development and the concept of paradigmatic change of Thomas
Kuhn, especially revealing the notion of hermeneutic disparity, which metaphorically means the lack
of a common language of researchers originating from different (opposite) paradigms. Applying
hermeneutic disparity in his discussion, the author seeks answers to the questions formulated either
to the essence and quality of pedagogy as a science or to the ways it is practiced and conditioned by
a researcher’s paradigmatic and methodological orientation.
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Keywords
social and humanistic sciences, development and changes within scientific disciplines, special education, paradigm, hermeneutic disparity
Citation
Studia Edukacyjne, 2014, nr 33, s. 7-18
Seria
ISBN
978-83-232-2879-0
ISSN
1233-6688