»Verstehen von Anfang an«: Hochschuldidaktische Überlegungen zur Paradoxiereflexion
The paper investigates the foundation of cognitive processes alluding to the title of this journal ›Verstehen von Anfang an‹. In a first step the author claims to the meaning of paradoxy for cognition. In a second step he asks for the relevance of methods of academic teaching pointing to the need to...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
[2016]
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| In: |
Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an
Year: 2016, Volume: 1, Issue: 1, Pages: 57-76 |
| Standardized Subjects / Keyword chains: | B
Paradox
/ Didactics
/ University didactics
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| IxTheo Classification: | FB Theological education |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | The paper investigates the foundation of cognitive processes alluding to the title of this journal ›Verstehen von Anfang an‹. In a first step the author claims to the meaning of paradoxy for cognition. In a second step he asks for the relevance of methods of academic teaching pointing to the need to change the scholarly perspective between observations of first and of second order for comparison to find an appropriate way to convey his interpretation. In the third and final step he points to the relation of academic didactics and specialists emphasizing that various perspectives of interpretation are necessary to understand the text within its different perspectives of inexhaustible meaning. |
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| ISSN: | 2941-0789 |
| Contains: | Enthalten in: Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an
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