Faculty Scholarly Dissemination Grants
Title
The Pedagogical Implications of Gadamer's 'Logic of Question and Answer'
Department
Philosophy
College
College of Liberal Arts and Sciences
Date Range
2010-2011
Abstract
Gadamer's argument in Truth and Method that the understanding of a text follows "the logic of question and answer" has important implications for teaching in the humanities. Specifically it undermines two seemingly plausible distinctions: the distinction between reading for meaning and reading critically, and, in the case of philosophy, the distinction between practicing the history of philosophy and practicing philosophy. ... Pedagogically in the humanities we should highlight the failed dichotomies between reading for meaning and critical reading and between doing the history of philosophy and doing philosophy by emphasizing the way that all understanding is by nature critical as well as the essentially philosophical nature of the history of philosophy.
Conference Name
''Truth and Method' Fifty Years After: Gadamer's Influence on the Humanities'
Conference Location
Leiden, Netherlands
ScholarWorks Citation
Vessey, David, "The Pedagogical Implications of Gadamer's 'Logic of Question and Answer'" (2010). Faculty Scholarly Dissemination Grants. 10.
https://scholarworks.gvsu.edu/fsdg/10
