{"id":2990,"date":"2025-01-22T14:24:34","date_gmt":"2025-01-22T11:24:34","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=2990"},"modified":"2025-01-22T14:24:34","modified_gmt":"2025-01-22T11:24:34","slug":"selami-varlik-paul-ricoeur-ve-klasikleri-canlandirmak-7","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/selami-varlik-paul-ricoeur-ve-klasikleri-canlandirmak-7\/","title":{"rendered":"Selami Varl\u0131k: Paul Ricoeur ve Klasikleri Canland\u0131rmak 7"},"content":{"rendered":"

SELAM\u0130 VARLIK: PAUL RI\u0307COEUR VE KLASI\u0307KLERI\u0307 CANLANDIRMAK 7. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

Bu seminer, Paul Ricoeur\u2019\u00fcn hermeneutik \u00e7er\u00e7evesinde okuma eyleminin d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc potansiyelini ele al\u0131r. Ricoeur, okuma s\u00fcrecinde metin ve okur aras\u0131ndaki dinamik ili\u015fkinin yaln\u0131zca metni de\u011fil, okuru da d\u00f6n\u00fc\u015ft\u00fcrd\u00fc\u011f\u00fcn\u00fc savunur. Bu d\u00f6n\u00fc\u015f\u00fcm, \u00f6z-yitim ve \u00f6z-ke\u015fif aras\u0131nda bir diyalektik s\u00fcre\u00e7 olarak tan\u0131mlanm\u0131\u015ft\u0131r.<\/p>\n

Ana Temalar<\/strong><\/p>\n

    \n
  1. Okur ve Metnin Kar\u015f\u0131l\u0131kl\u0131 Canlanmas\u0131<\/strong>\n
      \n
    • Ricoeur, bir metni yorumlaman\u0131n, hem metnin anlam\u0131n\u0131 hem de okurun kimli\u011fini d\u00f6n\u00fc\u015ft\u00fcrd\u00fc\u011f\u00fcn\u00fc vurgular.<\/li>\n
    • Felsefi veya klasik metinlerle ger\u00e7ek bir etkile\u015fim, okurun de\u011fi\u015fimini de i\u00e7erir. Bu de\u011fi\u015fim, yorum s\u00fcrecinin temel bir \u00f6l\u00e7\u00fct\u00fc olarak de\u011ferlendirilir.<\/li>\n<\/ul>\n<\/li>\n
    • \u00d6z-Yitim ve \u00d6z-Ke\u015fif Diyalekti\u011fi<\/strong>\n
        \n
      • Ricoeur, okuma s\u00fcrecinin \u00f6z-yitim ve \u00f6z-ke\u015fif s\u00fcre\u00e7lerini i\u00e7eren bir diyalektik oldu\u011funu belirtir.<\/li>\n
      • Okuma s\u0131ras\u0131nda okur, g\u00fcnl\u00fck ya\u015fam\u0131ndaki al\u0131\u015f\u0131lm\u0131\u015f benli\u011fini ask\u0131ya al\u0131r (dezoryantasyon<\/em>) ve hayal g\u00fcc\u00fc rehberli\u011finde yeni bir varolu\u015f ve anlam alan\u0131na y\u00f6nlendirilir (reyoryantasyon<\/em>).<\/li>\n<\/ul>\n<\/li>\n
      • Hayal G\u00fcc\u00fcn\u00fcn Rol\u00fc<\/strong>\n
          \n
        • Hayal g\u00fcc\u00fc, okuma s\u00fcrecinde \u00e7ift y\u00f6nl\u00fc bir i\u015flev \u00fcstlenir:\n
            \n
          • Y\u0131k\u0131c\u0131 i\u015flev<\/strong>: Okurun tan\u0131d\u0131k d\u00fcnyas\u0131n\u0131 ask\u0131ya alarak sorgulamas\u0131n\u0131 sa\u011flar.<\/li>\n
          • Yap\u0131c\u0131 i\u015flev<\/strong>: Okurun yeni bir ger\u00e7eklik olu\u015fturmas\u0131na katk\u0131da bulunur.<\/li>\n<\/ul>\n<\/li>\n
          • Bu s\u00fcre\u00e7, Husserl\u2019in fenomenolojik epoche<\/em> kavram\u0131yla paralellik ta\u015f\u0131r ve okurun al\u0131\u015f\u0131lm\u0131\u015f alg\u0131lar\u0131n\u0131n \u00f6tesine ge\u00e7mesine imk\u00e2n tan\u0131r.<\/li>\n<\/ul>\n<\/li>\n
          • Temell\u00fck ve Temell\u00fckten Vazge\u00e7me<\/strong>\n
              \n
            • Ricoeur, temell\u00fc\u011f\u00fc (appropriation<\/em>) metnin d\u00fcnyas\u0131n\u0131 okurun kendi d\u00fcnyas\u0131 haline getirme olarak tan\u0131mlar. Ancak bu s\u00fcrecin ger\u00e7ekle\u015febilmesi i\u00e7in \u00f6nce temell\u00fckten vazge\u00e7me gereklidir.<\/li>\n
            • Bu, okurun benlik merkezli bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131 ask\u0131ya alarak metnin d\u00fcnyas\u0131na n\u00fcfuz etmesini gerektirir. Temell\u00fck, metni sahiplenmekten ziyade metnin d\u00fcnyas\u0131nda ya\u015famay\u0131 ifade eder.<\/li>\n<\/ul>\n<\/li>\n
            • Anlat\u0131 ve D\u00f6n\u00fc\u015f\u00fcm<\/strong>\n
                \n
              • \u00d6zellikle edebiyat ve sinemada anlat\u0131lar, alternatif varolu\u015f bi\u00e7imlerini ke\u015ffetmenin bir arac\u0131 olarak g\u00f6r\u00fcl\u00fcr. Anlat\u0131lar, okurun varsay\u0131mlar\u0131n\u0131 sorgulamas\u0131n\u0131 sa\u011flar ve yeni bak\u0131\u015f a\u00e7\u0131lar\u0131na kap\u0131 aralar.<\/li>\n
              • Bu anlat\u0131 g\u00fcc\u00fc, ahlaki ve e\u011fitsel ba\u011flamlarda derin bir \u00f6z-yans\u0131tma ve etik geli\u015fim f\u0131rsat\u0131 sunar.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                Sonu\u00e7<\/strong><\/p>\n

                Bu seminer, Ricoeur\u2019\u00fcn okuma eylemini bir d\u00f6n\u00fc\u015f\u00fcm yolculu\u011fu olarak ele alan yakla\u015f\u0131m\u0131n\u0131 vurgular. Bir metinle etkile\u015fime ge\u00e7mek, okurun \u00f6z-yitim ve yeniden ke\u015fif s\u00fcre\u00e7lerinden ge\u00e7mesini sa\u011flayarak hayal g\u00fcc\u00fcn\u00fcn rehberli\u011finde yeni anlamlara ula\u015fmas\u0131n\u0131 m\u00fcmk\u00fcn k\u0131lar. Ricoeur\u2019\u00fcn yakla\u015f\u0131m\u0131, yorumlaman\u0131n yaln\u0131zca metni anlamak de\u011fil, ayn\u0131 zamanda metin yoluyla okurun kendini ve d\u00fcnyay\u0131 yeniden tan\u0131mlamas\u0131n\u0131 hedefledi\u011fini g\u00f6sterir.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                This seminar explores the transformative potential of the act of reading through Paul Ricoeur\u2019s hermeneutic framework. Focusing on the dynamic relationship between the reader and the text, Ricoeur argues that reading not only revitalizes the text but also initiates profound changes in the reader. These changes are framed as part of a dialectic process where self-loss and self-discovery intertwine.<\/p>\n

                Key Themes<\/strong><\/p>\n

                  \n
                1. Mutual Revitalization: The Reader and the Text<\/strong>\n
                    \n
                  • Ricoeur highlights that the interpretation of a text leads to mutual revitalization, where both the text\u2019s meaning and the reader\u2019s identity are transformed.<\/li>\n
                  • He insists that any genuine engagement with philosophical or classical texts must result in the reader\u2019s transformation, making this change a critical criterion of interpretation.<\/li>\n<\/ul>\n<\/li>\n
                  • The Dialectic of Self-Loss and Self-Discovery<\/strong>\n
                      \n
                    • Ricoeur introduces the concept of self-loss and self-discovery as a dialectic inherent to the reading process.<\/li>\n
                    • Through reading, the reader momentarily suspends their everyday self (disorientation<\/em>), allowing the imagination to guide them toward new modes of existence and understanding (reorientation<\/em>).<\/li>\n<\/ul>\n<\/li>\n
                    • The Role of Imagination<\/strong>\n
                        \n
                      • Imagination plays a dual role in reading: it suspends the reader\u2019s familiar world (destructive function) and simultaneously creates a new reality (constructive function).<\/li>\n
                      • This process, referred to as epoche<\/em>, parallels Husserl\u2019s phenomenological suspension, allowing the reader to critically engage with and transcend their habitual perceptions.<\/li>\n<\/ul>\n<\/li>\n
                      • The Necessity of Appropriation and Disappropriation<\/strong>\n
                          \n
                        • Ricoeur defines appropriation (temell\u00fck<\/em>) as the act of making the text\u2019s world one\u2019s own. However, this process requires an initial act of disappropriation, where the reader lets go of their ego-centeredness to engage with the text\u2019s world.<\/li>\n
                        • Appropriation, thus, is not about possessing the text but about dwelling within the world the text projects.<\/li>\n<\/ul>\n<\/li>\n
                        • Narrative and Transformation<\/strong>\n
                            \n
                          • Stories, particularly in literature and film, serve as vehicles for exploring alternative modes of being. They disorient the reader by challenging their assumptions and provide pathways to new perspectives.<\/li>\n
                          • This narrative power is crucial in moral and educational contexts, where it fosters deeper self-reflection and ethical growth.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                            Conclusion<\/strong><\/p>\n

                            This seminar emphasizes that the act of reading, as conceptualized by Ricoeur, is a transformative journey. By engaging with a text, the reader undergoes a process of self-loss and rediscovery, guided by the imagination\u2019s dual functions. Ricoeur\u2019s framework underscores that interpretation is not merely about understanding a text but about allowing the text to shape and redefine one\u2019s understanding of self and the world.<\/p>\n

                             <\/p>\n","protected":false},"excerpt":{"rendered":"

                            SELAM\u0130 VARLIK: PAUL RI\u0307COEUR VE KLASI\u0307KLERI\u0307 CANLANDIRMAK 7. SEM\u0130NER \u00d6ZET\u0130 Bu seminer, Paul Ricoeur\u2019\u00fcn hermeneutik \u00e7er\u00e7evesinde okuma eyleminin d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc potansiyelini ele al\u0131r. Ricoeur, okuma s\u00fcrecinde metin ve okur aras\u0131ndaki dinamik ili\u015fkinin yaln\u0131zca metni de\u011fil, okuru da d\u00f6n\u00fc\u015ft\u00fcrd\u00fc\u011f\u00fcn\u00fc savunur. Bu d\u00f6n\u00fc\u015f\u00fcm, \u00f6z-yitim ve \u00f6z-ke\u015fif aras\u0131nda bir diyalektik s\u00fcre\u00e7 olarak tan\u0131mlanm\u0131\u015ft\u0131r. Ana Temalar Okur ve Metnin Kar\u015f\u0131l\u0131kl\u0131 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"100-width.php","meta":{"footnotes":""},"class_list":["post-2990","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/2990","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/comments?post=2990"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/2990\/revisions"}],"predecessor-version":[{"id":2991,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/2990\/revisions\/2991"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=2990"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}