INTERCULTURAL HERMENEUTIC DIALOGUE BETWEEN CHILD AND ADULT IN DIVERSE EDUCATIONAL ENVIRONMENTS: THEORETICAL INSIGHTS

As economic, social, and political conditions are rapidly changing in modern society and the development of information and communication technologies is constantly in progress, attitudes toward children and their education are also transforming. Childhood education takes place in various environments through intercultural dialogue between child and adult, which is often interpreted in the context of communication theory. A dialogue between child and adult is also supplemented and enriched by hermeneutics in various environments. This dialogue enables the disclosure and understanding of the diversity of experiences of child and adult, learner and educator. Hermeneutics provides circumstances for childhood education to be perceived as a multidimensional and unique process. From the hermeneutic perspective, the intercultural dialogue between child and adult focuses on the problem of understanding in which the awareness of the whole, rather than participation and interaction, has particular importance in interpreting one’s own experience and perception.

O DIÁLOGO HERMENÊUTICO NA ERA TÉCNICO-CIENTÍFICA: interlocuções entre Zygmunt Bauman e Hans-Georg Gadamer

THE HERMENEUTICAL DIALOGUE IN THE TECHNICAL-SCIENTIFIC AGE: interlocutions between Zygmunt Bauman and Hans-Georg GadamerDIÁLOGO HERMENÉUTICO EN LA ERA TÉCNICA: diálogos entre Zygmunt Bauman y Hans-Georg GadamerO diálogo é central para o acontecer da experiência hermenêutica. Ela, enquanto linguagem, acontece no diálogo e este é o modo fundamentador e fundamental da hermenêutica. Mas como falar em diálogo hermenêutico numa sociedade cada vez mais monológica? Por isto, a tese deste trabalho é que a hermenêutica gadameriana pode, através do diálogo, da linguagem, e da fusão de horizontes, direcionar as relações modernas analisadas por Bauman, defendendo que o diálogo hermenêutico é possível, mesmo em um contexto dito pós-moderno, no qual estamos cada vez mais conectados e, aparentemente, cada vez menos nos compreendendo. Objetivaremos mostrar também que a preocupação de Gadamer sobre a monologização da vida foi extensamente tratada por Bauman, ao mesmo tempo em que as considerações de Gadamer são caríssimas às análises de Bauman.Palavras-chave: Diálogo; Gadamer; Modernidade; Bauman.ABSTRACTThe dialog is central to the happen of hermeneutic experience. This experience,as language happens on the dialog. This is the supporter and fundamental manner of hermeneutic. But how to speak about dialog in in an increasingly monological society? Therefore, the thesis of this paper is that the Gadamerian hermeneutic can through the dialog, the language and of the fusion of horizons direct the modern relations analysed by Bauman, arguing that hermeneutic dialogue is possible, even in a context as postmodern, in which we are increasingly connected and, apparently, less and less understanding ourselves. We aim to show as well that the worry of Gadamer about monologization of life was extensively treated by Bauman, at the same time as the considerations of Gadamer are very expensive to the analyzes of Bauman.Keywords: Dialog; Gadamer; Modern; Bauman.RESUMENEl diálogo es central para que exista la experiencia hermenéutica. Ella, como lenguaje, existe en el diálogo y éste es el modo fundamentador y fundamental de la hermenéutica. Sin embargo, ¿cómo hablar de diálogo hermenéutico en una sociedad cada vez más monológica? Por esto, la tesis de este trabajo es que la hermenéutica gadameriana puede, a través del diálogo, del lenguaje, y de la fusión de horizontes, dirigir las relaciones modernas analizadas por Bauman, defendiendo que el diálogo hermenéutico es posible, incluso en un contexto conocido como posmoderno, en el cual estamos cada vez más conectados y en que parece que nos comprendemos cada vez menos. Objetivaremos mostrar también que la preocupación de Gadamer sobre la monologización de la vida fue extensamente tratada por Bauman, y al mismo tiempo, las consideraciones de Gadamer son valiosísimas para los análisis de Bauman.Palabras clave: Diálogo; Gadamer; Modernidad; Bauman.

Environmental Hermeneutics: Ethnic and Ecological Traditions in Aesthetic Dialogue with Nature

The article presents dialogic attitude towards nature and focuses on the aesthetic form of interaction with environment via folklore and imaginative writing. The article analyzes the development of scientific thought from human ecology to environmental hermeneutics. Hermeneutic methodology is used in the field of “aesthetics of nature”, therefore, the author applies hermeneutic categories such as tradition, historically effective consciousness, hermeneutic circle, application to cultural heritage of one of Siberia’s natives and proves the advantages, heuristic value of these categories in analyzing dialogue with nature. Aesthetic dialogue with nature is studied on the example of ethnic and ecological traditions of the Buryat nomads, who historically migrated across Central Asia, nowadays live around Lake Baikal. The author argues that revitalizing ethnic and ecological traditions in folklore and contemporary national literature presents a hermeneutic dialogue with nature and considers it a valuable resource for ethical assumptions and ecological education for sustainable development.

Patterns and Metapatterns in the Elementary Didactic Units

The effectiveness of digital textbooks' content depends on how the brain processes, stores and recovers data (metadata), information and knowledge. This is the way to find an understanding of actions in hidden electrochemical signals, as well as the body energy and quantum relationships. It was expected that data are “synthesized” by each student on the base on hermeneutic dialogue assure the best brain structures, and, as a result, adaptation and accommodation in diversity of environments. This chapter reviews issues, contradictions and problems surrounding metasystems learning design of the elementary didactic units. The author argues that it is possible to maintain the potential of the learner (intellect, emotion and energy) with a self-regulated mechanism and, hence, facilitate cognition and metacognition. Future research directions and conclusion are provided at the end of the chapter.

Texts-in-dialogues

This paper discusses the process through which cultural ideas, knowledge and beliefs mediating the encounter between an audience and a text are fabricated in and enacted by everyday naturally occurring dialogues. We contend that the cultural knowledge framing any hermeneutic dialogue is communicatively constituted in daily discourses, dialogues and interactions that often concern the texts and text-related practices. By taking a developmental perspective on the role of everyday talk in the making of media ideologies, this paper empirically illustrates how human beings become cultural beings inasmuch as they are inherently dialogic beings. Examples of adult-child interactions collected during ethnographic fieldwork are discussed to illustrate how dialogues occasioned by media use are organized by the worldviews of a given community. Yet, at one and the same time, they (re)produce the value system, moral order and the canonical versions of the world for those who engage in these talking activities.