Texts:1986 Interpretation and Explanation - Revision history

Robbie at 04:11, 3 December 2024

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	<h2>Interpretation and Explanation</h2>		<h2>Interpretation and Explanation</h2>

	~~<h4>~~Some Methodological Reflections on<br>the Study of Technology, Education, and Communication~~</h4>~~		Some Methodological Reflections on<br>the Study of Technology, Education, and Communication

	A Departmental Colloquium Presentation		A Departmental Colloquium Presentation

Robbie at 04:10, 3 December 2024

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Robbie at 03:58, 3 December 2024

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	# The role of ideal-type construction: reproduction, empowerment, and self-expression — three ideal-types of education applicable to the tapes.		# The role of ideal-type construction: reproduction, empowerment, and self-expression — three ideal-types of education applicable to the tapes.
	## Reproduction: Pierre Bourdieu, Reproduction in Education, Society and Culture.		## Reproduction: Pierre Bourdieu, Reproduction in Education, Society and Culture.
	## Empowerment: Paolo Freire, ''Pedagogy of the Oppressed''; Antonio Gramsci and the critique of ## Self-expression: Rousseau, Emile, and education in accord with nature.)		## Empowerment: Paolo Freire, ''Pedagogy of the Oppressed''; Antonio Gramsci and the critique of cultural hegemony.
			## Self-expression: Rousseau, Emile, and education in accord with nature.)
	# A parting question: Would examples of education through computing, analogous to these examples of education through video, so lend themselves to such interpretation?		# A parting question: Would examples of education through computing, analogous to these examples of education through video, so lend themselves to such interpretation?

Robbie at 03:56, 3 December 2024

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Robbie at 03:54, 3 December 2024

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	<h4>The point to be got, or the moral of the tale to come.</h4>		<h4>The point to be got, or the moral of the tale to come.</h4>
	</div~~><div class="nums"~~>		</div>
	I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between. <span class="source">(Blaise Pascal, ''Pensees''. Paris: Editions Gamier Freres, 1958, #353, p. 162.)</span>		I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between. <span class="source">(Blaise Pascal, ''Pensees''. Paris: Editions Gamier Freres, 1958, #353, p. 162.)</span>

Robbie at 03:52, 3 December 2024

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	You would not find out the boundaries of soul [psyche], even by travelling along every path: so deep a measure [logos] does it have. <span class="source">Heraclitus, Fragment 45 (Dieis), as translated in G.S. Kirk and J.E. Raven, ''The Presocratic Philosophers: A Critical History with a Selection of Texts''. Cambridge: Cambridge University Press, 1962, p. 205.</span>		You would not find out the boundaries of soul [psyche], even by travelling along every path: so deep a measure [logos] does it have. <span class="source">Heraclitus, Fragment 45 (Dieis), as translated in G.S. Kirk and J.E. Raven, ''The Presocratic Philosophers: A Critical History with a Selection of Texts''. Cambridge: Cambridge University Press, 1962, p. 205.</span>

	<h4>General Outline</h4>		<h4 class="cent">General Outline</h4>

	I) Neuhumanismus and the start of educational research		I) Neuhumanismus and the start of educational research
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	# A parting question: Would examples of education through computing, analogous to these examples of education through video, so lend themselves to such interpretation?		# A parting question: Would examples of education through computing, analogous to these examples of education through video, so lend themselves to such interpretation?

	<h4>Some Sources</h4>		<h4 class="cent">Some Sources</h4>

	;Neuhumanismus:		;Neuhumanismus:

Robbie at 03:51, 3 December 2024

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Robbie at 01:58, 3 December 2024

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	I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between. <span class="source">Biaise Pascal, Pensees. Paris: Editions Gamier Freres, 1958, #353, p. 162.</span>		I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between. <span class="source">Biaise Pascal, Pensees. Paris: Editions Gamier Freres, 1958, #353, p. 162.</span>

	Ah! it is clear! To propose that iife is ’’pricipaily” this or that is supremeiy dangerous, for in an instant it wii! be ’’exciusiveiy” either this or that. Then terribie things happen.... it wouid be an easy job to exist if we couid do things uniiateraiiy. But — and here is the probiem! — to iive is to trave! at one time in every direction of the horizon; to live is to have to do with both this and that.		Ah! it is clear! To propose that iife is ’’pricipaily” this or that is supremeiy dangerous, for in an instant it wii! be ’’exciusiveiy” either this or that. Then terribie things happen.... it wouid be an easy job to exist if we couid do things uniiateraiiy. But — and here is the probiem! — to iive is to trave! at one time in every direction of the horizon; to live is to have to do with both this and that.<span class="source">Jose Ortega y Gasset, ”Un rasgo de la vida alemana,” 1935, Obras completas, Vol. 5, Madrid: Revista de Occidente, 1961, p. 191.</span>

	Jose Ortega y Gasset, ”Un rasgo de la vida alemana,” 1935, Obras completas, Vol. 5, Madrid: Revista de Occidente, 1961, p. 191.

	You would not find out the boundaries of soul [psyche], even by travelling along every path: so deep a measure [logos] does it have.		You would not find out the boundaries of soul [psyche], even by travelling along every path: so deep a measure [logos] does it have.

Robbie at 01:42, 3 December 2024

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	<hr>		<hr>
	</div><div class="nums">		</div><div class="nums">
	I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between.		I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between. <span class="source">Biaise Pascal, Pensees. Paris: Editions Gamier Freres, 1958, #353, p. 162.</span>

	Biaise Pascal, Pensees. Paris: Editions Gamier Freres, 1958, #353, p. 162

	~~***~~

	Ah! it is clear! To propose that iife is ’’pricipaily” this or that is supremeiy dangerous, for in an instant it wii! be ’’exciusiveiy” either this or that. Then terribie things happen.... it wouid be an easy job to exist if we couid do things uniiateraiiy. But — and here is the probiem! — to iive is to trave! at one time in every direction of the horizon; to live is to have to do with both this and that.		Ah! it is clear! To propose that iife is ’’pricipaily” this or that is supremeiy dangerous, for in an instant it wii! be ’’exciusiveiy” either this or that. Then terribie things happen.... it wouid be an easy job to exist if we couid do things uniiateraiiy. But — and here is the probiem! — to iive is to trave! at one time in every direction of the horizon; to live is to have to do with both this and that.

Robbie at 01:41, 3 December 2024

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			<div class="cent">

	<h2>Interpretation and Explanation</h2>		<h2>Interpretation and Explanation</h2>
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	February 20, 1986		February 20, 1986

	The point to be ~~gotm~~ or the moral of the tale to come.		The point to be got, or the moral of the tale to come.

	~~***~~

			<hr>
			</div><div class="nums">
	I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between.		I don’t admire an over-flowing virtue such as bravery unless I see at the same time an overflow of the opposite virtue, as with Epaminondas, who was both extremely brave and extremely kind.... One does not ascend to greatness by being at but one or the other extreme, but by touching both at once and by filling what’s between.

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	IV) Post-Schleiermachian methodological traditions		IV) Post-Schleiermachian methodological traditions
	# The Kantian foreground: ''The Critique of Pure Reason'' and "The Analogies of ~~Experience”~~ — The Principle of Causality and the Principle of Reciprocity.		# The Kantian foreground: ''The Critique of Pure Reason'' and "The Analogies of Experience" — The Principle of Causality and the Principle of Reciprocity.
	# Wilhelm Dilthey, 1833-1911, Schleiermacher’s biographer, theorist of the ''Geisteswissenschaften''. methodologist of the hermeneutic circle.		# Wilhelm Dilthey, 1833-1911, Schleiermacher’s biographer, theorist of the ''Geisteswissenschaften''. methodologist of the hermeneutic circle.
	# Max Weber, 1864-1920, student of Dilthey, proponent of ''Begriffbildung'', methodologist of ideal-type construction.		# Max Weber, 1864-1920, student of Dilthey, proponent of ''Begriffbildung'', methodologist of ideal-type construction.
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	;Neuhumanismus:		;Neuhumanismus:
	:Andreas Flitner, Die Politische Erziehung in Deutschland: Geschichte und Probleme, 1750-1880 (Tubingen: Max Niemeyer Verlag, 1957) is about a slightly broader topic, but it gives much insight into the movement.		:Andreas Flitner, ''Die Politische Erziehung in Deutschland: Geschichte und Probleme, 1750-1880'' (Tubingen: Max Niemeyer Verlag, 1957) is about a slightly broader topic, but it gives much insight into the movement.
	:W.H. Bruford, The German Tradition of Self-Cultivation: Bildung from Humboldt ot Thomas Mann (Cambridge: Cambridge University Press, 1975) gives an excellent critique.		:W.H. Bruford, ''The German Tradition of Self-Cultivation: Bildung from Humboldt to Thomas Mann'' (Cambridge: Cambridge University Press, 1975) gives an excellent critique.

	;Herbart:		;Herbart:
	:Harold B. Dunkel, Herbart and Herbartlanism: An Educational Ghost Story (Chicago: The University of Chicago Press, 1970) attempts to help readers separate what Herbart really thought from what his self-proclaimed followers propounded in his name.		:Harold B. Dunkel, ''Herbart and Herbartlanism: An Educational Ghost Story'' (Chicago: The University of Chicago Press, 1970) attempts to help readers separate what Herbart really thought from what his self-proclaimed followers propounded in his name.
	:Haroid B. Dunkel, Herbart and ~~Educatglon~~ (New York: Random House, 1969) is a useful, brief survey.		:Haroid B. Dunkel, ''Herbart and Education'' (New York: Random House, 1969) is a useful, brief survey.

	;Schleiermacher:		;Schleiermacher:
	:One awaits the transiation of Diithey’s great biography of him: Wiiheim Diithey, Leben Schlelermachers (2 vois., Martin Redeker, ed., Beriin: De Gruyter, 1966).		:One awaits the transiation of Diithey’s great biography of him: Wiiheim Diithey, ''Leben Schlelermachers'' (2 vois., Martin Redeker, ed., Beriin: De Gruyter, 1966).
	:It is virtually impossible to study Schleiermacher as an educational thinker in English: despite his prominence in the history of educational theory as viewed by German’s, nothing on his pedagogy has been written in English. For a good collection of texts, see Wilhelm Flitner, ed., Schleiermacher: Padagogische Schrlften (2 ~~vois~~., Dusseldorf: Verlag Kupper, 1957).		:It is virtually impossible to study Schleiermacher as an educational thinker in English: despite his prominence in the history of educational theory as viewed by German’s, nothing on his pedagogy has been written in English. For a good collection of texts, see Wilhelm Flitner, ed., ''Schleiermacher: Padagogische Schrlften'' (2 vols., Dusseldorf: Verlag Kupper, 1957).
	:Fortunately, the widespread interest in hermeneutic interpretation has prompted the translation of Schleiermacher’s seminal work on the theme: F. D. E. Schleiermacher, Hermeneutics: The Handwritten Manuscripts (Heinz Kimmerle, ed., J. Duke and J. Forstman, trans., Missoula, MO: Scholars Press, 1977).		:Fortunately, the widespread interest in hermeneutic interpretation has prompted the translation of Schleiermacher’s seminal work on the theme: F. D. E. Schleiermacher, ''Hermeneutics: The Handwritten Manuscripts'' (Heinz Kimmerle, ed., J. Duke and J. Forstman, trans., Missoula, MO: Scholars Press, 1977).

	;Kant and the analogies of experience:		;Kant and the analogies of experience:
	:See Immanuel Kant, Critique o\| Pure Reason (Norman Kemp Smith, trans., ~~Neww~~ York: St. Martin’s Press, 1965), especially pp. 208-238.		:See Immanuel Kant, ''Critique o\| Pure Reason'' (Norman Kemp Smith, trans., New York: St. Martin’s Press, 1965), especially pp. 208-238.

	:Diithey:		;Diithey:
	:A good selection of texts for these themes is Wilhelm ~~Diithey~~, Selected Writings (H.P. Rickman, trans., Cambridge: Cambridge University Press, 1976).		:A good selection of texts for these themes is Wilhelm Dilthey, ''Selected Writings'' (H.P. Rickman, trans., Cambridge: Cambridge University Press, 1976).
	:Good Interpretative works are Rudolf A. Makkreel, ~~Diithey~~: Philosopher of Human Studies (Princeton: Princeton University Press, 1975) and Theodore Plantinga, Historical Understanding in the Thought of Wilhelm ~~Diithey~~ (Toronto: University of Toronto Press. 1980).		:Good Interpretative works are Rudolf A. ''Makkreel, Dilthey: Philosopher of Human Studies'' (Princeton: Princeton University Press, 1975) and Theodore Plantinga, ''Historical Understanding in the Thought of Wilhelm Dilthey'' (Toronto: University of Toronto Press. 1980).
	:~~Diithey~~ has a very high reputation as an educational theorists in Germany, an aspect of his work completely ignored in English. See Ulrich Herrmann, ~~}tiDie~~ Padagogik Wilhelm Diltheys: Ihr wissenschaftstheoretischer Ansatz in Diltheys Theorie del Geisteswissenschaften} (Goettingen: Vandenhoeck & Ruprecht, 1971).		:Dilthey has a very high reputation as an educational theorists in Germany, an aspect of his work completely ignored in English. See Ulrich Herrmann, ''Die Padagogik Wilhelm Diltheys: Ihr wissenschaftstheoretischer Ansatz in Diltheys Theorie del Geisteswissenschaften'' (Goettingen: Vandenhoeck & Ruprecht, 1971).

	:Weber:		;Weber:
	:With respect to the themes accentuated here, two anthologies of Weber’s work bear mention: Max Weber, The Interpretation of Social Reality (J. E. T. Eldridge, ed.. New York: Schocken Books, 1980) and W. G. Runciman, ed., Weber: Selections in Translation (Eric Matthews, trans., Cambridge: Cambridge University Press, 1978), a very excellent anthology.		:With respect to the themes accentuated here, two anthologies of Weber’s work bear mention: Max Weber, ''The Interpretation of Social Reality'' (J. E. T. Eldridge, ed.. New York: Schocken Books, 1980) and W. G. Runciman, ed., ''Weber: Selections in Translation'' (Eric Matthews, trans., Cambridge: Cambridge University Press, 1978), a very excellent anthology.
	:Two good, specialized studies of Weber’s methodological significance are H. H. Bruun, Science. Values and Politics In Max Weber’s Methodology (Copenhagen: Munksgaard, 1972)and Thomas Burger, Max Weber’s Theory of Concept Formation: History, Laws, and Ideal Types (Durham: Duke University Press, 1976).		:Two good, specialized studies of Weber’s methodological significance are H. H. Bruun, ''Science. Values and Politics In Max Weber’s Methodology'' (Copenhagen: Munksgaard, 1972)and Thomas Burger, ''Max Weber’s Theory of Concept Formation: History, Laws, and Ideal Types'' (Durham: Duke University Press, 1976).

	Bourdieu:		;Bourdieu:
	:See Pierre Bourdieu and Jean Claude Passeron, Reproduction in Education, Society and Culture (Sage, 1977) and Pierre Bourdieu, Distinction: A Social Critique of the Judgement of Taste (Richard Nice, trans., Cambridge: Harvard University Press, 1984).�		:See Pierre Bourdieu and Jean Claude Passeron, ''Reproduction in Education, Society and Culture'' (Sage, 1977) and Pierre Bourdieu, ''Distinction: A Social Critique of the Judgement of Taste'' (Richard Nice, trans., Cambridge: Harvard University Press, 1984).

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	I) Neuhumanismus and the start of educational research		I) Neuhumanismus and the start of educational research

	# The French ''Machtstaat'' versus the German ''Erziehungsstaat''		# The French ''Machtstaat'' versus the German ''Erziehungsstaat''
	# The basic question: What educates? How? Why?		# The basic question: What educates? How? Why?
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	II) Johann Friedrich Herbart, 1776-1841: The study of education should utilize ethics to ensure that what is to be taught is not morally pernicious and then use scientific psychology to find the most effective way to ensure that the student will learn what is to be taught.		II) Johann Friedrich Herbart, 1776-1841: The study of education should utilize ethics to ensure that what is to be taught is not morally pernicious and then use scientific psychology to find the most effective way to ensure that the student will learn what is to be taught.

	# A major paradigm of educational research		# A major paradigm of educational research
	#) A paradigm about which educational researchers have become highly sophisticated.		#) A paradigm about which educational researchers have become highly sophisticated.

	III) Friedrich E. D. Schleiermacher, 1768-1834: The study of education should use history and other cultural methods to interpret the place of the student in the social milieu and the place of the available cultural resources in the civilization to understand how the interaction of student and culture may limit or liberate his or her human potential.		III) Friedrich E. D. Schleiermacher, 1768-1834: The study of education should use history and other cultural methods to interpret the place of the student in the social milieu and the place of the available cultural resources in the civilization to understand how the interaction of student and culture may limit or liberate his or her human potential.

	# A major paradigm of educational research		# A major paradigm of educational research
	# A paradigm about which educational researchers have not become highly sophisticated.		# A paradigm about which educational researchers have not become highly sophisticated.

	IV) Post-Schleiermachian methodological traditions		IV) Post-Schleiermachian methodological traditions

	# The Kantian foreground: ''The Critique of Pure Reason'' and "The Analogies of Experience” — The Principle of Causality and the Principle of Reciprocity.		# The Kantian foreground: ''The Critique of Pure Reason'' and "The Analogies of Experience” — The Principle of Causality and the Principle of Reciprocity.
	# Wilhelm Dilthey, 1833-1911, Schleiermacher’s biographer, theorist of the ''Geisteswissenschaften''. methodologist of the hermeneutic circle.		# Wilhelm Dilthey, 1833-1911, Schleiermacher’s biographer, theorist of the ''Geisteswissenschaften''. methodologist of the hermeneutic circle.
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	V) Exemplifications from last-week’s presentation		V) Exemplifications from last-week’s presentation

	# The need of interpretation: text-context and their interactions. To what degree do the tapes speak for themselves?		# The need of interpretation: text-context and their interactions. To what degree do the tapes speak for themselves?
	# The role of ideal-type construction: reproduction, empowerment, and self-expression — three ideal-types of education applicable to the tapes.		# The role of ideal-type construction: reproduction, empowerment, and self-expression — three ideal-types of education applicable to the tapes.
	* Reproduction: Pierre Bourdieu, Reproduction in Education, Society and Culture.		## Reproduction: Pierre Bourdieu, Reproduction in Education, Society and Culture.
	* Empowerment: Paolo Freire, ''Pedagogy of the Oppressed''; Antonio Gramsci and the critique of ~~cultural hegemony.~~		## Empowerment: Paolo Freire, ''Pedagogy of the Oppressed''; Antonio Gramsci and the critique of ## Self-expression: Rousseau, Emile, and education in accord with nature.)
	* Self-expression: Rousseau, Emile, and education in accord with nature.)
	# A parting question: Would examples of education through computing, analogous to these examples of education through video, so lend themselves to such interpretation?		# A parting question: Would examples of education through computing, analogous to these examples of education through video, so lend themselves to such interpretation?