The tradition of Bildung in Science Education within the horizon of Philosophical Hermeneutics
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n3p215Keywords:
Bildung, Philosophical Hermeneutics, Science Education, DidaktikAbstract
Science Didactics has different influences whose curricular traditions focus on teaching disciplinary knowledge (anglo-American) to Bildung (German). This involves self-education, self-cultivation and considers the student in multiple dimensions, not just the intellectual one. Bildung has historically undergone different interpretations, such as Greek, theological and Enlightenment, which leads it to lose strength in modernity. Hans-Georg Gadamer was a philosopher who sought to rescue the current status of Bildung in order to think about self-education as an understanding of oneself from the other. The objective of this article is to present Gadamer's Bildung as a comprehensive horizon for Science Education that can be a path to an ontological turn in the field. Among the consequences of this approach, the need to understand the relationships in SE in terms of an experience between students, teachers and the world based on a hermeneutic consciousness that cultivates an attitude of alterity in the face of the new stands out.References
Abbagnano, N. (2007). Dicionário de Filosofia. (5a ed.). São Paulo, SP: Martins Fontes. Recuperado de https://hugoribeiro.com.br/area-restrita/Abbagnano-Dicionario_Filosofia.pdf
Alves, A. (2019). A tradição alemã do cultivo de si (Bildung) e sua significação histórica. Educação & Realidade, 44(2), 1-18. https://doi.org/10.1590/2175-623683003
Astolfi, J. P., & Develay, M. (1990). A didática das Ciências. Campinas, SP: Papirus.
Bach Junior, J. (2020). O autocultivo e a educação da sensibilidade na pedagogia Waldorf. EccoS–Revista Científica, (53), 16638, 1-6. https://doi.org/10.5585/eccos.n53.16638
Borda, E. J. (2007). Applying Gadamer’s concept of disposition to science and science education. Science & Education, 16(9-10), 1027-1041. https://doi.org/10.1007/s11191-007-9079-5
Braga, M., Guerra, A., & Reis, J. C. (2018). The Enlightenment Paideia: The French Origins of Modern Science Teaching. In M. E. B. Prestes, C. C. Silva (Eds.). Teaching Science with Context: Historical, Philosophical, and Sociological Approaches (pp. 313-325). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-74036-2
Britto, F. L. (2010). Sobre o conceito de educação (Bildung) na filosofia moderna alemã. Educação on-Line (PUCRJ), 6, 1-14. Recuperado de https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=15522@1
Casagranda, E. A., & Rossetto, M. S. (2019). Da Paideia à Bildung pelo trajeto do “cuidado de si”: formação como autoformação. In C. A. Dalbosco, E. H. Mühl, & H.-G. Flickinger (Orgs.), Formação humana (Bildung): despedida ou renascimento? (pp. 93-112). São Paulo, SP: Cortez.
Chevallard, Y. (2005). La transposición didáctica: del saber sabio al saber enseñado. Buenos Aires, Argentina: Aique Grupo Editor.
Dahlin, B. (2001). The primacy of cognition–or of perception? A phenomenological critique of the theoretical bases of science education. Science & Education, 10, 453-475. https://doi.org/10.1023/A:1011252913699
Dalbosco, C. A., Mühl, E. H., & H.-G.Flickinger (2019). Formação humana (Bildung): despedida ou renascimento? São Paulo, SP: Cortez.
Dalbosco, C. A. (2019). Metamorfoses do conceito de formação: da teleologia fixa ao campo de força. In C. A. Dalbosco, E. H. Mühl, & Flickinger, H.-G. (Orgs.). Formação humana (Bildung): despedida ou renascimento? (pp. 35-64). São Paulo, SP: Cortez.
Duit, R., Schecker, H., Höttecke, D., & Niedderer, H. (2014). Teaching Phisycs. In N. Lederman, & S. K. Abell. (Eds.). Handbook of Research on Science Education (pp. 434-456). New York, United States of America: Routledge.
Fensham, J. P. (2004). Defining an identity. The evolution of science education as a field of research. Dordrecht, Netherlands: Kluwer Academic Publishers.
Ferreira, A. B. H. (2010). Mini Aurélio: o dicionário da língua portuguesa. (8ª ed.). Curitiba: Positivo.
Flickinger, H.-G. (2011). Herança e futuro do conceito de formação (Bildung). Educação & Sociedade, 32(114), 151-167. https://doi.org/10.1590/S0101-73302011000100010
Friesen, N. (2020). ‘Education as a Geisteswissenschaft’: an introduction to human science pedagogy. Journal of Curriculum Studies, 52(3), 307-322. https://doi.org/10.1080/00220272.2019.1705917
Friesen, N., & Kenklies, K. (2022). Continental pedagogy & curriculum. In R. J. Tierney, F. Rizvi, & K. Erkican. (Eds.). International Encyclopedia of Education. (4a ed.). (pp. 245-255). Amsterdam, Netherlands: Elsevier.
Gadamer, H.-G. (1995). Gesammelte Werke. (10a ed.). Tübingen, Germany: Mohr Siebeck.
Gadamer, H.-G. (1999). Verdade e método I: traços fundamentais de uma hermenêutica filosófica (3a ed.). Petrópolis, RJ: Vozes.
Gadamer, H.-G. (2009). Hermenêutica em retrospectiva. Petrópolis, RJ: Vozes.
Gebhard, U., Höttecke, D., & Rehm, M. (2017). Pädagogik der Naturwissenschaften. Wiesbaden, Germany: Springer.
Ginev, D. (1995). Between epistemology and hermeneutics. Science & Education, 4, 147-159.
Goergen, P. (2019). Bildung ontem e hoje: restrições e perspectivas. In C. A. Dalbosco, E. H. Mühl, & H.-G. Flickinger (Orgs.). Formação humana (Bildung): despedida ou renascimento? (pp. 15-34). São Paulo, SP: Cortez.
Grondin, J. (2012). Hermenêutica. São Paulo, SP: Parábola Editorial.
Gundem, B. B. (2000). Understanding European didactics. In B. Moon, M. Ben-Peretz, & S. Brown. (Eds.). Routledge International Companion to Education (pp. 252-279). New York, United States of America: Routledge.
Hermann, N. (2010). Autocriação e Horizonte Comum: Ensaios sobre educação ético-Estética. Ijuí, RS: Unijuí.
Horlacher, R. (2015). Bildung, la formación. Barcelona, España: Octaedro.
Iared, V. G., Di Tullio, A., Payne, P. G., & Oliveira, H. T. (2015). Philosophical Hermeneutics and Critical Pedagogy in Environmental Education Research and Practice. Canadian Journal of Environmental Education (CJEE), 20, 123-138.
Jaeger, W. (1995). Paidéia: a formação do homem grego. (3a ed.). São Paulo, SP: Martins Fontes.
Lago, C. (2014). Experiência Estética e Formação: Articulação a partir de Hans-Georg Gadamer. Porto Alegre, RS: EDIPUCRS.
Leiviskä, A. (2013). Finitude, Fallibilism and Education towards Non-dogmatism: Gadamer’s hermeneutics in science education. Educational Philosophy and Theory, 45(5), 516–530. https://doi.org/10.1080/00131857.2012.732012
Möllmann, A. D. S. (2011). O Legado da Bildung. (Tese de doutorado). Programa de Pós-Graduação em Educação, Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre. RS.
Orlandin, G. C., Sousa, R. S., & Galiazzi, M. C. (2023). Linguagem da química na educação química: entre caminhos epistemológicos e hermenêuticos. Travessias, 17(1), 1-17. https://doi.org/10.48075/rt.v17i1.30201
Østergaard, E. (2017). Earth at Rest: Aesthetic Experience and Students’ Grounding in Science Education. Science & Education, 26(5), 557-582. https://doi.org/10.1007/s11191-017-9906-2
Santos, T. S., & Rezende, E. J. C. (2023). A produção do conhecimento no fazer cocriativo do design: diálogos entre Ingold, Gadamer e Freire. Cuadernos del Centro de Estudios de Diseño y Comunicación, 26(209), 163-183.
Schulz, R. M. (2014). Rethinking science education: philosophical perspectives. Charlotte, United States of America: Information Age Publishing.
Schneuwly, B. (2021). ‘Didactiques’ is not (entirely) ‘Didaktik’: The origin and atmosphere of a recent academic field. In E. Krogh, A. Qvortrup, & S.T.Graf. (Eds), Didaktik and curriculum in ongoing dialogue (164-184). New York, United States of America: Routledge.
Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. J. Dori, Z. R. Mevarech, & D. R. Baker (Eds.). Cognition, metacognition, and culture in STEM education (pp. 65-88). Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-66659-4_4
Sjöström, J., Eilks, I. (2020). The Bildung Theory—From von Humboldt to Klafki and Beyond. In B. Akpan, & T. J. Kennedy. (Eds.). Science Education in Theory and Practice (pp. 55-67). Switzerland: Duit, Schecker, Höttecke, & Niedderer
Sjöström, J., Eilks, I., & Talanquer, V. (2020). Didaktik models in chemistry education. Journal of chemical education, 97(4), 910-915. https://doi.org/10.1021/acs.jchemed.9b01034
Sousa, R. S., & Galiazzi, M. C. (2018). A tradição de linguagem em Gadamer e o professor de Química como tradutor-intérprete. ACTIO: Docência em Ciências, Curitiba, 3(1), 268-285. Recuperado de https://periodicos.utfpr.edu.br/actio/article/view/7431/4969
Souza, R. G. M. (2021). Hermenêutica e Formação (Bildung): Um olhar crítico sobre o conceito de formação contemporânea baseado no modelo cientificista-iluminista, sob a perspectiva da Hermenêutica Filosófica de Hans Georg-Gadamer. (Dissertação de mestrado) Programa de Pós-graduação em Educação. Universidade Federal do Pará, Cametá, PA.
Weber, J. F. (2006). Bildung e educação. Educação e realidade, 31(02), 117-133. Recuperado de https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/6848
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Ana Paula Carvalho do Carmo, Robson Simplicio de Sousa
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.
