Game as an educational practice: A phenomenological and hermeneutic aspect

The article aims to analyze the concept of an educational game in two philosophical concepts – phenomenology and hermeneutics. This approach is promising. It allows addressing original meanings game, conducting a categorical analysis, formulating theoretical foundation methodological platform for process introducing practices education. relevant because, despite numerous using education, pedagogical psychological justification as special method, common semantic field regarding has not yet been formed. ambiguity instability term “game” today creates situation uncertainty its use, each time we need redefine it implementation into practice. To reach this aim, authors use works Eugen Fink deduce main contradiction between ontology fundamental basis human existence takes place “free time”, no purpose carefree, while practice always purpose. As example solving contradiction, refer Piero Bertolini. He proclaims return real game. teacher should leave student alone with give him/her freedom, realizing that itself already part learning. phenomenological method player meet authentic discover realm “possible”. From understanding follows problem interpreting meaning. source hermeneutics Hans-Georg Gadamer. Based on interpretation hermeneutics, cannot find objective meaning when games, but are aware our own subjectivity, irreducibility subjectivity any act interpretation. Moreover, reasoning applies both players inside who interpret phenomena actions other players, possible external observer task interpreter case event determine factors one’s horizon result review was designation another impossibility unambiguous interpretation, which also contradicts goal-setting methods. solution these problems, according authors, promising subsequent research.