Page: 305-316 Author: Grygar, F. Key words: Niels Bohr, Martin Heidegger, complementarity teaching, education, science and technology, objectification, calculating thinking
The article draws attention to Bohr and Heidegger's critique of the scientific-technical or calculating mode of thought that has affected even the human sciences in their approach to understanding phenomena studied. While Heidegger in his hermeneutic phenomenology developed the conception of reflective thinking, which is able to say yes and no to calculating thinking, Bohr in physics arrived at the idea of complementarity. This he developed into a new epistemological, educational or didactic framework of thinking, making possible the meaningful integration of incompatible descriptions of the same phenomenon in one or more different scientific disciplines. Using selected examples from different disciplines and everyday life the article describes the practical exploitation of this framework in any teaching subject and discipline.