The Domination of Quasi-Questioning instead of Questioning in Education Systems Citing the Thought of Hans Georg Gadamer

Document Type : Research Paper

Authors

1 Assistant Professor of Educational Sciences Department, University of Sistan and Baluchistan, Zahedan, Iran

2 Assistant Professor of Educational Sciences Department, Farhangian University, Tabriz, Iran.

3 MA in Educational Psychology, Ajabshir Branch, Islamic Azad University, Ajabshir, Iran

4 Assistant Professor of Educational Sciences Department, University of Sistan and Baluchistan, Zahedan Iran

Abstract

The purpose of this study is to investigate the contexts of quasi-questioning domination instead of questioning by quoting the philosophical hermeneutical thought of Hans Georg Gadamer. The method of inferential analytical research is qualitative research. The focus of Hans-Georg Gadamer's thought in The Truth and Method is the event of understanding In Gadamer's view, methodical and predictable understanding is an important challenge for questioning in its philosophical sense. Because understanding is constantly occurring in the endless process, and in the context of reflective interactions, without being affected by the control of the "I" or the "thou". In fact, questions and understandings are intertwined and intertwined. Understanding is not the ability to know or the power of perception, rather, it is the abundant openness in the_world that makes Dasein enlightened, not in the sense that another being has enlightened him, but in the sense that he himself is enlightened. While educational systems are formed with the foundations of science (in the sense of science), and ideology (with an unchangeable manifesto), because they claim to understand the end of truth, thinking rests on science and ideology, and quasi-questioning on fundamental questions. He conquers. In fact, the rejection or confirmation of hypotheses, or the claim that ideology understands the end of truth, is far from the nature of questioning.

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References

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Journal of Philosophical Investigations
Volume 16, Issue 39 - Serial Number 39
Special Issue: Philosophy of Education (In Persian)
September 2022
Pages 269-282

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