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...
| Pubblicato in: | Zeitschrift für Pädagogik und Theologie |
|---|---|
| Autore principale: | |
| Tipo di documento: | Elettronico Articolo |
| Lingua: | Tedesco |
| Verificare la disponibilità: | HBZ Gateway |
| Journals Online & Print: | Caricamento...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Pubblicazione: |
de Gruyter
[2016]
|
| In: |
Zeitschrift für Pädagogik und Theologie
Anno: 2016, Volume: 68, Fascicolo: 1, Pagine: 7-18 |
| (sequenze di) soggetti normati: | B
Istruzione religiosa
/ Teoria della verità
/ Verità
/ Fede
/ Insegnamento della religione evangelica
|
| Notazioni IxTheo: | CB Esistenza cristiana KDD Chiesa evangelica NAA Teologia sistematica RF Catechetica VA Filosofia |
| Altre parole chiave: | B
Wahrheitstheorien
B Ultimate Truth B Religious Education B truth paradox B Verità B Wahrheitsfrage B question of truth B Theories of truth B Wahrheitsparadox B Istruzione religiosa |
| Accesso online: |
Accesso probabilmente gratuito Volltext (Verlag) Volltext (doi) |
| Edizione parallela: | Non elettronico
|
| Riepilogo: | 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. |
|---|---|
| ISSN: | 2366-7796 |
| Comprende: | Enthalten in: Zeitschrift für Pädagogik und Theologie
|
| Persistent identifiers: | DOI: 10.1515/zpt-2016-0003 |