Texts:1986 Interpretation and Explanation: Difference between revisions

# The Kantian foreground: ''The Critique of Pure Reason'' and "The Analogies of Experience” — The Principle of Causality and the Principle of Reciprocity.

:Andreas Flitner, Die Politische Erziehung in Deutschland: Geschichte und Probleme, 1750-1880 (Tubingen: Max Niemeyer Verlag, 1957) is about a slightly broader topic, but it gives much insight into the movement.

:W.H. Bruford, The German Tradition of Self-Cultivation: Bildung from Humboldt ot Thomas Mann (Cambridge: Cambridge University Press, 1975) gives an excellent critique.

:Harold B. Dunkel, Herbart and Herbartlanism: An Educational Ghost Story (Chicago: The University of Chicago Press, 1970) attempts to help readers separate what Herbart really thought from what his self-proclaimed followers propounded in his name.

:Haroid B. Dunkel, Herbart and Educatglon (New York: Random House, 1969) is a useful, brief survey.

:One awaits the transiation of Diithey’s great biography of him: Wiiheim Diithey, Leben Schlelermachers (2 vois., Martin Redeker, ed., Beriin: De Gruyter, 1966).

:It is virtually impossible to study Schleiermacher as an educational thinker in English: despite his prominence in the history of educational theory as viewed by German’s, nothing on his pedagogy has been written in English. For a good collection of texts, see Wilhelm Flitner, ed., Schleiermacher: Padagogische Schrlften (2 vois., Dusseldorf: Verlag Kupper, 1957).

:Fortunately, the widespread interest in hermeneutic interpretation has prompted the translation of Schleiermacher’s seminal work on the theme: F. D. E. Schleiermacher, Hermeneutics: The Handwritten Manuscripts (Heinz Kimmerle, ed., J. Duke and J. Forstman, trans., Missoula, MO: Scholars Press, 1977).

:See Immanuel Kant, Critique o| Pure Reason (Norman Kemp Smith, trans., Neww York: St. Martin’s Press, 1965), especially pp. 208-238.

:Diithey:

:A good selection of texts for these themes is Wilhelm Diithey, Selected Writings (H.P. Rickman, trans., Cambridge: Cambridge University Press, 1976).

:Good Interpretative works are Rudolf A. Makkreel, Diithey: Philosopher of Human Studies (Princeton: Princeton University Press, 1975) and Theodore Plantinga, Historical Understanding in the Thought of Wilhelm Diithey (Toronto: University of Toronto Press. 1980).

:Diithey has a very high reputation as an educational theorists in Germany, an aspect of his work completely ignored in English. See Ulrich Herrmann, }tiDie Padagogik Wilhelm Diltheys: Ihr wissenschaftstheoretischer Ansatz in Diltheys Theorie del Geisteswissenschaften} (Goettingen: Vandenhoeck & Ruprecht, 1971).

:Weber:

:With respect to the themes accentuated here, two anthologies of Weber’s work bear mention: Max Weber, The Interpretation of Social Reality (J. E. T. Eldridge, ed.. New York: Schocken Books, 1980) and W. G. Runciman, ed., Weber: Selections in Translation (Eric Matthews, trans., Cambridge: Cambridge University Press, 1978), a very excellent anthology.

:Two good, specialized studies of Weber’s methodological significance are H. H. Bruun, Science. Values and Politics In Max Weber’s Methodology (Copenhagen: Munksgaard, 1972)and Thomas Burger, Max Weber’s Theory of Concept Formation: History, Laws, and Ideal Types (Durham: Duke University Press, 1976).

Bourdieu:

:See Pierre Bourdieu and Jean Claude Passeron, Reproduction in Education, Society and Culture (Sage, 1977) and Pierre Bourdieu, Distinction: A Social Critique of the Judgement of Taste (Richard Nice, trans., Cambridge: Harvard University Press, 1984).�