Reconstructive Hermeneutics of Habermas in Education: current perspectives

perspectivas atuais

Abstract

The work problematizes hermeneutics yesterday and today as a way of producing a self-critical look in the field of education. In order to unveil the contradictions present in technical-scientific progress, we carried out a reflection of hermeneutic, counter-hegemonic origin, in the sense of questioning the homogeneous practices of technologies. Transformations in the relation ship between humans and machines raise questions about the effects of excessive use of technology on modern life and people’sability to interpret and find meaning in a complex world. These ambiguities and contradictions of the digital age are rooted in the intersection between oral language, symbolic technology and the human sciences. The over stimulation and hybrid inter connection provided by the use of digital technologies conflict with the need for calm and deceleration to cultivate new forms of existence, which promote dense and sensitive hermeneutic experiences, environments conducive to attentive listening, concentration and joint reasoning, recognizing the inherent complexity of human beings. The need to slow down and promote experiences of listening and reflection clashes with digital overstimulation. The reconstructive hermeneutic approach in education high lights the importance of a critical and profound interpretation to deal with these challenges. Only assuming that there is a dialogical circularity in the understanding process, we can think of other practices open to multiple discourses, whiche lucidate the contradictions of know ledge and the complexity of educational processes. Reconstructive hermeneutics makes it possible to discuss the counter point sand hidden problems of cultural traditions, expanding horizons that make sense with other.