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Interpretation des Verhältnisses von Erkenntnis und Erfahrung in der Komplementaritätstheorie der Bildung: Auf Grundlage einer historisch-systematischen Analyse des Induktionsproblems

Interpretation des Verhältnisses von Erkenntnis und Erfahrung in der Komplementaritätstheorie der Bildung: Auf Grundlage einer historisch-systematischen Analyse des Induktionsproblems

          
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About the Book

Bachelorarbeit aus dem Jahr 2012 im Fachbereich Didaktik - BWL, Wirtschaftspädagogik, Note: 1,0, Christian-Albrechts-Universität Kiel (Institut für Wirtschaftspädagogik), Sprache: Deutsch, Abstract: Das Ziel meiner Arbeit ist eine Interpretation des Verhältnisses von Erkenntnis und Erfahrung in Hans-Carl Jongebloeds Komplementaritätstheorie der Bildung auf Grundlage einer historisch-systematischen Analyse des Induktionsproblems. Hauptaugenmerk meiner Analyse ist dabei zunächst das Induktionsproblem, welches zuerst vom britischen Empiristen David Hume entdeckt wurde, und wie verschiedene Philosophen versuchten, Antworten zur Lösung dieses Problems zu finden. Das Induktionsproblem ist bekanntermaßen ein Grundproblem der Erkenntnistheorie, denn das menschliche Gehirn und die individuelle Wahrnehmung arbeiten vor allem auf Basis von induktiven Schlüssen. Auf der Methode der Induktion baut folglich unser gesamtes Denken und Wissen auf, weshalb es so wichtig ist, dass wir von der Induktion als Methode eine klare Vorstellung haben. Das Induktionsproblem besagt dabei im Grunde nichts anderes, als dass es logisch nicht möglich ist, von einzelnen Erfahrungen auf allgemeine Regeln oder Wahrheiten zu schließen. Doch dieses Problem konnte bis heute nicht gelöst werden. Stattdessen werden oft von verschiedensten Institutionen per Konsens Regeln oder Gesetze aufgestellt, die an die Stelle der Wahrheit gesetzt werden. Was dies an Folgen für das Verständnis von Erkenntnis und Erfahrung hat, soll hier untersucht werden. Es wird gezeigt werden, wie verschiedene Philosophen sich mit der Frage beschäftigten, wie das Induktionsproblem zu lösen sei, und wie sich das Verständnis von dem Verhältnis von Erkenntnis und Erfahrung über die Zeit veränderte. Auf Grundlage der historisch-systematischen Analyse des Induktionsproblems in der Erkenntnistheorie wird die Komplementaritätstheorie der Bildung nach Jongebloed betrachtet und aus erkenntnistheoretischer Perspektive evaluiert. Von besonderem


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Product Details
  • ISBN-13: 9783656553823
  • Publisher: Grin Publishing
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Spine Width: 3 mm
  • Weight: 82 gr
  • ISBN-10: 3656553823
  • Publisher Date: 13 Dec 2013
  • Height: 210 mm
  • No of Pages: 52
  • Series Title: German
  • Sub Title: Auf Grundlage einer historisch-systematischen Analyse des Induktionsproblems
  • Width: 148 mm


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Interpretation des Verhältnisses von Erkenntnis und Erfahrung in der Komplementaritätstheorie der Bildung: Auf Grundlage einer historisch-systematischen Analyse des Induktionsproblems
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Interpretation des Verhältnisses von Erkenntnis und Erfahrung in der Komplementaritätstheorie der Bildung: Auf Grundlage einer historisch-systematischen Analyse des Induktionsproblems
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