Pedagogika jako nauka hermeneutyczna i krytyczna. Problematyka rozumienia i dialogu w świetle teorii działania komunikacyjnego
Pedagogy as a Hermeneutic and Critical Science: The Problematics of Understanding and Dialogue in the Light of the Theory of Communicative Action

Summary/Abstract: The aim of this paper is to oppose two resolutions put forward within R. Kwaśnica’s hermeneutic conception of pedagogy: the reduction of pedagogical theory to hermeneutic understanding and the recognition of hermeneutic dialogue as the most accurate model of dialogue regarding the differences manifesting themselves in manifold beliefs on education. Pedagogy’s withdrawal from the educational debate is an error that needs correction and its very moderate level of philosophical hermeneutics deprives it of the instruments necessary to critically interrogate current educational theory and practice. To overcome this obstacle, one needs to critique the essential assumptions that hermeneutic pedagogy has taken up from Hans-Georg Gadamer.

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