Session Information
13 SES 07 A, Parallel Paper Session
Parallel Paper Session
Contribution
The difference between theory and practice is often discussed in a way that suggests a problem with the distance between both. This problematization of the distance is then often followed by an attempt to bring theory and practice together more closely. This is certainly true in the field of pedagogy, where the “lack of practice” often serves as a catch-all reason for every kind of shortcoming in teacher-training. This kind of reasoning, however, is based on a certain kind of understanding of theory, practice and the difference between both which is biased against theory as something that tends to lose connection to reality when there is "too much" of it. This makes it difficult to discuss the problem of the difference between theory and practice in a theoretically elaborated way and makes it also difficult to discuss different kinds of practically relevant pedagogical concepts in theoretically elaborated terms. The paper is an attempt to demonstrate the benefits of a différance-orientated approach to the problem of the difference between theory and practice for the idea of emancipation – on the example of the outlines of a general theory of world-disclosure.
I suggest to understand the difference between theory and practice as a radical one – as an unbridgeable gap. Counter-intuitively this could lead to an understanding in which theory and practice are inextricably linked with each other. Referring to a deconstructive interpretation of Spencer-Brown‘s „Laws of Form“ (1969) and a paradox concept of „world“ in the context of a experimental theory of experiment and exploration I am trying to show to what extent it could help to understand this difference as a world-shaping and therefore political one. There would be no unity of the difference between theory and practice and the only way to describe the linkage between both would be a in form of a paradox. In terms of this (theoretical) interpretation a paradox is a concise theoretical form and abstraction from the proceeding of the experimental or explorational practice in time – and therefore something that does not exist in the reality of (experimental und explorational) pratice. Practice, on the other hand, could be understood as the ongoing actualisation/iteration of the reality (meaning) of the world – and therefore something that can not be paradoxical. In this perspective the possibility of emancipation depends on the way this difference is treated.
Method
Expected Outcomes
References
Ahrens, Sönke (2011): Experiment und Exploration. Bildung als experimentelle Form der Welterschließung, Bielefeld: transcript. Gasché, Rodolphe (1986): The Tain of the Mirror: Derrida and the Philosophy of Reflection, Cambridge, Mass.: Harvard University Press. Derrida, Jacques (1982): Différance. In: Margins of Philosophy, Chicago: University Press, pp 3-27. Luhmann, Niklas (2002): Theories of Distinction: Redescribing the Descriptions of Modernity: Redescribing the Escriptions of Modernity, Stanford: University Press. Nancy, Jean-Luc (2001): Being singular plural, Stanford: University Press. Rancière, Jacques (1991): The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, Stanford: University Press. Rancière, Jacques (1999): Disagreement: politics and philosophy, Minneapolis: University of Minnesota Press. Rheinberger, Hans-Jörg (1997): Toward a History of Epistemic Things: Synthesizing Proteins in the Test Tube, Stanford: University Press. Spencer-Brown (1971): Laws of Form, London: Allen & Unwin. Stäheli, Urs (1999): Sinnzusammenbrüche. Eine dekonstruktive Lektüre von Niklas Luhmanns Systemtheorie. Weilerswist: Velbrück Van den Heuvel-Panhuizen, Marja (2003): The learning paradox and the learning miracle: thoughts on primary school mathematics education. Journal für Mathematik-Didaktik, 24, Heft 3, pp. 96-121
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