Unterscheiden, was zusammengehört: Zum Verhältnis von Wahrheitsfrage und Wirklichkeitsdeutung im Kontext religiöser Bildung
In late modern times, the human task of finding ultimate truth represents special challenges. On the one hand late modern subjects are forced to find the truth autonomously, and on the other they desire to find it outside the self. These aspects, the so-called „truth paradox“ („Wahrheitsparadox“), a...
| Published in: | Zeitschrift für Pädagogik und Theologie |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
de Gruyter
[2016]
|
| In: |
Zeitschrift für Pädagogik und Theologie
Year: 2016, Volume: 68, Issue: 1, Pages: 7-18 |
| Standardized Subjects / Keyword chains: | B
Religious education
/ Truth theory
/ Truth
/ Faith
/ Protestant religious instruction
|
| IxTheo Classification: | CB Christian life; spirituality KDD Protestant Church NAA Systematic theology RF Christian education; catechetics VA Philosophy |
| Further subjects: | B
Wahrheitstheorien
B Ultimate Truth B Religious Education B truth paradox B Wahrheitsfrage B question of truth B Religious education B Theories of truth B Wahrheitsparadox B Truth |
| Online Access: |
Presumably Free Access Volltext (Verlag) Volltext (doi) |
| Parallel Edition: | Non-electronic
|
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| 520 | |a In late modern times, the human task of finding ultimate truth represents special challenges. On the one hand late modern subjects are forced to find the truth autonomously, and on the other they desire to find it outside the self. These aspects, the so-called „truth paradox“ („Wahrheitsparadox“), are discussed in the first part of the article. In the second part, four different philosophical traditions of truth are explored: 1. The theory of „adaequatio intellectus et rei“ (Th. v. Aquin), 2. the transcendental theory of critical idealism (I. Kant), 3. the theory of consensus (Ch.S. Peirce, J. Dewey, J. Habermas), and 4. the theory of a perspective and plural truth. In the third part, the author argues for the role of religious education, stating that it can serve as a hermeneutics of understanding ultimate and religious truth. | ||
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