Rethinking German Language Education

This book shows how the educational value of language
study could be improved through the application of
philosophical hermeneutics. For some time now,
language educators have been unable to forge a common
pedagogical approach. The cultural turn in Western
intellectual thought has led within language pedagogy
to an impasse over the role of culture. An approach
derived from hermeneutics is to concentrate on the
turn from the familiar to the unfamiliar required by
language study, and the change in self-understanding
made possible by the learning of a new language. With
German as the language of reference, and the
philosophy of Martin Heidegger as the hermeneutical
frame, this book shows how such an approach could be
applied. Heidegger''s concepts of authentic
understanding and poetic thinking are developed to
form the basis for a hermeneutical model of teaching
and learning. The model engenders new ways of
conceptualizing language learning in general, and
German language learning in particular. Together, the
new conceptions underline the value of language study
within post-secondary education and will be of
interest to everyone who cares about education.

Autorentext

Angelika Struch, Ph.D.: Studied language pedagogy andphilosophical hermeneutics at The University of British Columbiain Vancouver, Canada. Coordinator of the German Language Programat UBC.

Klappentext

This book shows how the educational value of languagestudy could be improved through the application ofphilosophical hermeneutics. For some time now,language educators have been unable to forge a commonpedagogical approach. The cultural turn in Westernintellectual thought has led within language pedagogyto an impasse over the role of culture. An approachderived from hermeneutics is to concentrate on theturn from the familiar to the unfamiliar required bylanguage study, and the change in self-understandingmade possible by the learning of a new language. WithGerman as the language of reference, and thephilosophy of Martin Heidegger as the hermeneuticalframe, this book shows how such an approach could beapplied. Heidegger's concepts of authenticunderstanding and poetic thinking are developed toform the basis for a hermeneutical model of teachingand learning. The model engenders new ways ofconceptualizing language learning in general, andGerman language learning in particular. Together, thenew conceptions underline the value of language studywithin post-secondary education and will be ofinterest to everyone who cares about education.