Hermeneutic Musings on Learning: The Dialogical Nature of Teaching Interpretively

Authors

  • Linda L. Binding University of Calgary
  • Nancy J. Moules University of Calgary
  • Dianne M. Trapp University of Calgary
  • Lillian Rallison University of Calgary

DOI:

https://doi.org/10.11575/jet.v41i2.52517

Abstract

The relationship between learning and teaching is explored within the context of a graduate class offered to interdisciplinary students on hermeneutic phenomenology. Both students and the professors who co-taught the class offer insights on questions that are raised, concerning the birth, discovery, creation, generation, and sustenance of interpretive writing. Various pedagogical practices and philosophies are invited into the room to create space for students to explore a deeper level of scholarly, hermeneutic understanding and composition.

Downloads

Published

2018-05-17

Issue

Vol. 41 No. 2 (2007)

Section

The Forum

License

The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.

Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.