Published: 2016-11-12

THE TRANSCENDENTAL-PHENOMENOLOGICAL THINKING OF DIETRICH BENNER (AN ATTEMPT AT DEFINITION)

Dariusz Stępkowski
Pedagogical Forum
Section: Topic
https://doi.org/10.21697/fp.2011.2.15

Abstract

In the philosophical and pedagogical considerations of Dietrich Benner, there are manifold visible traces of transcendental and phenomenological thinking. This gives them a specific character. The main purpose of this paper is to clarify this character and identify its impact on the concept of general pedagogy. The following text consists of three points. Firstly, I discuss the possibility of using philosophical phenomenology to describe and interpret education and postulate the development in pedagogy broadly defined phenomenological thinking in the broad sense. The second point is devoted to a rough presentation of the systematic pedagogical model (Systematik der Padagogik). Despite modification, to this day it normalizes Benner’s reading of the dependency between the praxis of education and a variety of theoretical perspectives. Finally, in the third section, I present Benner’s Allgemeine Padagogik (General Education) project, on a „critical science of education” (kritische Erziehungswissenschaft), published in the latest edition, which opens the way to solving the contemporary dispute between the opposing currents of theoretical and empirical pedagogy. This project is embedded in a critical concept implying both phenomenological and transcendental thinking.

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Stępkowski, D. (2016). THE TRANSCENDENTAL-PHENOMENOLOGICAL THINKING OF DIETRICH BENNER (AN ATTEMPT AT DEFINITION). Pedagogical Forum, 1(2), 323–359. https://doi.org/10.21697/fp.2011.2.15

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