Publication: Dewey ve Gadamer'in Tecrübe anlayışlarının din eğitimi açısından felsefi olarak incelenmesi
Abstract
İnsana ilişkin bir kavram olan “tecrübe”ye dair, felsefe tarihinde çok çeşitli bakış açıları bulunmaktadır. Bu bakış açılarından biri, pragmatik geleneğin öncülerinden olan John Dewey’e, diğeri ise hermenötik gelenekten gelen Hans-Georg Gadamer’e aittir. Bu araştırmanın amacı, Dewey’in pragmatik natüralizminde ve Gadamer’in felsefi hermenötiğinde önem arz eden “tecrübe” kavramını genel olarak eğitim felsefesinin, özel olarak Din Eğitimi disiplininin görüş ufkuna ve gündemine taşımaktır. Bu amaç doğrultusunda Dewey ve Gadamer’in “tecrübe” anlayışları karşılaştırmalı olarak ele alınıp incelenmiştir. Bu incelemede her iki filozofun “tecrübe” kavramı hakkında bazı ortak görüşleri olsa da büyük oranda farklı anlayışlara sahip oldukları tespit edilmiştir. İki filozofun yaklaşımları arasında birçok farklılık olmakla birlikte her ikisi de insanın eğitiminde kişinin kendi “tecrübe”lerinin hayati bir önemi olduğu konusunda hemfikirdirler. Bu araştırmada her iki filozofun “tecrübe” anlayışlarının hem bir faaliyet hem de bir disiplin olarak Din Eğitimi için ne anlam ifade ettiği sorgulanmıştır.
There are wide range of perspectives in the history of philosophy about “experience” which is a concept about human. One of these perspectives belongs to John Dewey, one of the pioneers of the pragmatic tradition, and the other to Hans-Georg Gadamer, from the hermeneutic tradition. The aim of this study is to bring the concept of “experience”, which is important in Dewey's pragmatic naturalism and Gadamer's philosophical hermeneutics, to the horizon and agenda of the philosophy of education in general and the discipline of Religious Education in particular. For this purpose, Dewey and Gadamer's understandings of “experience” were discussed in a comparative manner. In this study, it was found that although both philosophers have some common thoughts about the concept of “experience”, they have significantly different understandings. Despite many differences between these two philosophers’ approaches, they both agree that one’s own “experience” is vital in human education. In this study, it was tried to find out what these philosophers’ understandings of “experience” means for Religious Education both as an activity and as a discipline.
There are wide range of perspectives in the history of philosophy about “experience” which is a concept about human. One of these perspectives belongs to John Dewey, one of the pioneers of the pragmatic tradition, and the other to Hans-Georg Gadamer, from the hermeneutic tradition. The aim of this study is to bring the concept of “experience”, which is important in Dewey's pragmatic naturalism and Gadamer's philosophical hermeneutics, to the horizon and agenda of the philosophy of education in general and the discipline of Religious Education in particular. For this purpose, Dewey and Gadamer's understandings of “experience” were discussed in a comparative manner. In this study, it was found that although both philosophers have some common thoughts about the concept of “experience”, they have significantly different understandings. Despite many differences between these two philosophers’ approaches, they both agree that one’s own “experience” is vital in human education. In this study, it was tried to find out what these philosophers’ understandings of “experience” means for Religious Education both as an activity and as a discipline.