Dialectic of Teaching vs. Didactics of Language: A Contemporary, Interdisciplinary Philosophical Approach (Phenomenological, Hermeneutic, and Postmodern Perspectives as a Model)

Abstract

This study explores the role of contemporary philosophical approaches (phenomenology, hermeneutics, postmodernism) in the redesign of teaching methods. Based on an analysis of their application in the field of education, the central question is: how do these philosophies redefine the roles of teachers and learners? The study hypothesises that these philosophies contribute to the success of the educational process on several levels.