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Aldridge, David – British Journal of Religious Education, 2018
This modest work of disambiguation begins with the simple recognition that there are 'hermeneutics' and 'hermeneutics', and argues that not all senses of the term have been given sufficient attention in the discussion of what religious education is and could be. I hope to do some important definitional work around the different senses that…
Descriptors: Religious Education, Hermeneutics, Epistemology, Definitions
Aldridge, David – Educational Philosophy and Theory, 2014
Pádraig Hogan has argued for a powerful conception of education as epiphany that is illuminated by the work of Heidegger and Joyce. But what are we to make of Stephen Dedalus' intention (pretension?) to "Remember your epiphanies"? Developing the phenomenological Erinnerungsversuch or "essay in memory" of David Farrell…
Descriptors: Educational Philosophy, Phenomenology, Memory, Educational Experience
Aldridge, David – Journal of Philosophy of Education, 2013
The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of "the logical priority of the question" is explained and Hans-Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re-enactment thesis, is discussed. Educators…
Descriptors: Hermeneutics, Inquiry, Educational Philosophy, Foreign Countries
Aldridge, David – Journal of Beliefs & Values, 2015
A dialogic approach to religious education is advanced in which subject matter emerges or transforms in the educational event. An example of religious dialogue is considered, through which it is demonstrated that religious education, in order to be considered educational, must take seriously the possibility of the transformation of its subject…
Descriptors: Religious Education, Humanism, Hermeneutics, World Views
Aldridge, David – Journal of Beliefs & Values, 2011
There has been limited engagement with Gadamer in the pedagogy of English religious education (RE) to date. Currently there remains confusion about the subject matter of RE and the application of the National Framework attainment targets, learning about and learning from. Instrumental justifications of RE are in tension with the desire to defend…
Descriptors: Hermeneutics, Religious Education, Foreign Countries, Teaching Methods