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19 MAY 2013

Ways In and Out of the Hermeneutic Circle

"In this lecture, Professor Paul Fry examines acts of reading and interpretation by way of the theory of hermeneutics. The origins of hermeneutic thought are traced through Western literature. The mechanics of hermeneutics, including the idea of a hermeneutic circle, are explored in detail with reference to the works of Hans–George Gadamer, Martin Heidegger, and E. D. Hirsch. Particular attention is paid to the emergence of concepts of 'historicism' and 'historicality' and their relation to hermeneutic theory."

(Open Yale Courses, 22 January 2009)

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TAGS

2009 • Alexander Pope • Being and Time (1927) • Christian tradition • circularity • common ground • cult of genius • Eric Donald Hirsch • fore-having • fore-project • fore-structure • Friedrich Schleiermacher • Hans-Georg Gadamerhermeneutic circlehermeneutic horizonhermeneutic theory • hermeneutic thought • hermeneutics • historicality • historicism • history of hermeneutics • imagined whole • interpret meaningsinterpretation • interpretative engagement • Mark Akenside • Martin Heidegger • mechanics of hermeneutics • moving back and forth • Northrop Frye • Open Yale Courses • opinionpart • Paul Fry • preconception • prejudgment • prejudices (prior awareness) • preliminary conception • preliminary idea • prior judgment • Protestant ReformationProtestantismreligion • sacred scripture • Samuel Johnsonscripture • secular scripture • supposed whole • Talmudic scholarship • The Reformation • theory of hermeneutics • theory of literature • transparency of meaningviewpoint • Voruteil • Western literature • whole • Wilhelm Dilthey • William Kurtz Wimsatt • Yale University

CONTRIBUTOR

Simon Perkins
02 JULY 2010

Microlearning: learning from microcontent

"We understand microlearning primarily as learning from microcontent – from "small pieces, loosely joined" (Weinberger, 2002).

Microlearning as a term reflects the emerging reality of the everincreasing fragmentation of both information sources and information units used for learning, especially in fast–moving areas which see rapid development and a constantly high degree of change.

While in the past a single authoritative work (or even a single authoritative teacher) may have been all that was necessary to sufficiently acquaint oneself with a given topic of interest, this is increasingly untrue, especially as the necessity to (quickly) learn (a lot) extends into almost everyone's work life.

Books, magazine articles, a multitude of web resources (like online books, tutorials, encyclopedias, forum and weblog postings, emails and comprehensive teaching material collections as produced by MIT's OpenCourseWare project or the Connexions effort hosted at Rice University) form essential ingredients of the source mix of almost any non–institutionalized learning effort – and, increasingly, of many institutionalized efforts as well.

Fragmentation of sources has both positive and negative aspects. From a producer's standpoint, information fragments are much easier to create than larger works. Furthermore, disaggregated content – theoretically – can be re–aggregated to optimally suit an individual learner's preferences (instead of the needs of an idealized common denominator). The other side of the coin is that a significant fraction of the consolidation and organization effort is shifted towards the learner.

It will increasingly be the task of microlearning management systems to assist the learner (or group of learners) to consolidate information gleaned from such disparate sources into a coherent whole. We see personal knowledge mapping as enabled by combined wiki/weblog software as a first step in that direction."

(Christian Langreiter, Andreas Bolka, 2005)

Weinberger, D.: 2002, Small Pieces Loosely Joined. Perseus Books.

[2] Langreiter, C. and A. Bolka (2005). Snips & Spaces: Managing Microlearning. Microlearning Conference. Innsbruck, Austria.

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TAGS

2005authoritative workauthorshipcoherenceConnexions Consortium • consolidation • contentcontextdigital education • disaggregation • disparate sources • encyclopaediafragmentationinformation • information fragments • information in contextinstructionintegration • knowledge chunks • learnerlearninglifelong learning • magazine articles • microcontentmicrolearningmicrolearning management systemMIT • online books • online tutorialsOpen Educational Resources (OER) • OpenCourseWare project • orderingorganisationpaedagogypedagogypersonal knowledge mapping • re-aggregation • Rice Universitysnippet • sources • teachingteaching materialstraining • web resources • weblogwholewiki

CONTRIBUTOR

Simon Perkins
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