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4 commenti su “Eisegesis, Fundamental Attribution Error, and Rorty ”

  1. Interesting your point of view. But I have doubt that I cannot understand. In the part that you speak of the teacher who should know the student as a text without any pre-understanding, you write a phrase that I do not understand.
    How a person can educate and Know the (text) by suspending his prejudices (knowledge) about the text (educating). I quote your article.

    If the student is considered a “text” before me to be read, he should be read “as he is,” before putting my insights and knowledge upon him.

    My ipinion is, you cant’ know without reference to their own history of knowledge is of any kind, so if there is a prejudice to know, however, if we get to know in greater points of view about a specific reality (in this Pedagogy case) our prejudices will not condition us to take only one position in the face of a situation that is presented as new to us. We will have many practical judgments to be able in many ways to evaluate a specific (educating) text.
    According to me this is the proposal of R. Rorthy. interpretive hermeneutics

    Thank you and it is a good experience to share ideas.

    • Thank you for your response. When I said “read the student ‘as he is'”, I was talking about focusing on the student objectively – that is, for example, without negative assumptions against him. This is not removing the pedagogical knowledge the teacher already has. I hope that clarifies it.

  2. Thanks for sharing this article, I completely agree with you. Understanding our pupils’ deep thoughts is particularly important even for their psychological health; in fact, we all know how meaningful it is for everyone of them to be understood, in order to help them function better and motivate them to achieve their best, both in the educational and human field.

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