Pedagogical Implications of Hans-Georg Gadamer’s Hermeneutics

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This work extends the studies of Hans-Georg Gadamer’s Hermeneutics, focusing exhaustively on Truth and Method as the source for articulating a hermeneutic pedagogy. As a study aligning phenomenology to the teaching literature and composition, this book introduces a thorough-going philosophical dimension to these studies and provides a necessary ground for them as disciplines.


“[The author] gently reminds us of the immensely important role that reading and writing play in our students’ education, in any discipline that they study. In so doing, he simultaneously proves by his own writing style and practice that scholars [can't simply] only set standards for their students.” – Prof. Erland G. Anderson, Southern Oregon University

“[The author] writes with a teacher’s eye, always considering how this extremely dense theoretical work can inform the practices of the teacher of reading and writing at the college level. … it is his understanding of philosophical hermeneutics as pedagogy that distinguishes this work and makes it stand out among studies of Gadamar.” – Prof. Ellen Quandahl, San Diego State University

“This work guides the reader through a complex field of philosophical thought and provides a cogent case for introducing students to the interpreting dynamics of reading, writing, and thinking.” – Prof. Frederick Burwick, University of California, Los Angeles

Table of Contents


Preface by Erland G. Anderson

Prologue: Pedagogy as Practical Philosophy


Part I: Reading Gadamer Pedagogically

Chapter 1: A Pedagogical Reading of Truth and Method

A Definition of Hermeneutics






Reading and Writing


The Human Sciences Versus the Natural Sciences

Gadamer’s Critics

Chapter 2: The Significance of Reading, the Reader, and the Text in Truth and Method

The Significance of the Question

The Focus on the Question in the Human Sciences

The Role of Play in Hermeneutical Questioning

The Role of the Reader in Philosophical Hermeneutics

Effective Historical Consciousness and the Reader

The I-Thou Textual Relationship

The Phronimos as Textual Interpreter

The Text as Living Tradition

Chapter 3: A Pedagogical Reading of Philosophical Hermeneutics

The Gadamerian Dialogue


The Teaching of Grammar

Commonplaces and Conventions


Part II: Philosophical Hermeneutics as Response to Critical and Pedagogical Theory

Chapter 4: Philosophical Hermeneutics as a Response to Wolfgang Iser and Stanley Fish

Wolfgang Iser

Stanley Fish

Chapter 5: Philosophical Hermeneutics as a Response to Models Teaching, E.D. Hirsch, and Allan Bloom

E.D. Hirsch

Allan Bloom

Part III: Philosophical Hermeneutics as Reading and Writing Pedagogy

Chapter 6: Mariolina Salvatori’s Pedagogical Translations of Philosophical Hermeneutics

The Dialogue Nature of Basic Reading and Writing

Pedagogy: From Periphery to the Center

Facts, Artifacts, and Counterfacts

Chapter 7: A Hermeneutic Pedagogy

Classroom Conversation

The Nature of Discourse in Philosophical Hermeneutics

What to Read?

Reading’s Interconnections to Writing

The Essay Assignment

Evaluating Written Responses

Experiencing Reading Philosophically

A Focus on Language

Openness and Play

Pedagogy as Hermeneutics

Philosophical Hermeneutics as a Response to Current Language Pedagogies

The Antecedents of a Hermeneutic Pedagogy

Works Cited


Other Education & Educational Teaching Methods Books