Toward a "Democratic" Vision of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse in the Humanities Classroom
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Philosophers of education writing on teaching for social justice and student empowerment have suggested various theories for enacting a "democratic" learning environment within our schools. Strategies that have been suggested include classroom management stressing student-centered learning, peer-interaction, and the inclusion of diverse learning needs and styles grounded in a pedagogy composed of instructor-student initiated "discourse." Building on "social meliorist," or Social Reconstruction curriculum theory, I attempt to define the notion of authentic "critical pedagogy" through the analysis of classroom instruction in the humanities, and literature in particular. There is the potential for the emergence in praxis of an authentic "democratic" pedagogy if educators are attuned to a unique method of instruction that allows for an original and ontological form of knowledge that is traditionally excluded from the curriculum to emerge within a communal context of inclusive group discussion, which is constituted in such a way that appropriate social values manifest in its unfolding. To this end, the theories of Gadamer and Habermas will contribute to the formalization of a notion of authentic democratic instruction, which will allow me to: (a) elucidate the notion of "philosophical" hermeneutic interpretation and introducing a non-traditional theory of truth, which is irreducible to a technical epistemological framework, (b) explicate the context, or "horizon," of meaning from out of which our interpretations emerge by means of the dialogue between educators and students, and (c) analyze the ‘communicative ethics’ of reading that emerge from our participation in hermeneutic interpretation, which embodies in form and function authentic democratic ideals, i.e., it is possible to experience authentic democratic virtues, such as equality, equity, and justice within the classroom when engaged in the activity of interpreting great works of literature. In addition to providing themes that are intellectually, emotionally, and socially relevant, literature affords the opportunity for the original and unique experience of truth through hermeneutic interpretation as a participatory member of an egalitarian community of "democratic" learners.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library||
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Noah De Lissovoy (2011). Pedagogy in Common: Democratic Education in the Global Era. Educational Philosophy and Theory 43 (10):1119-1134.
James Liszka (2013). Charles Peirce's Rhetoric and the Pedagogy of Active Learning. Educational Philosophy and Theory 45 (7):781-788.
Shane O'Neill (2005). Critical Theory, Democratic Justice and Globalisation. Critical Horizons 6 (1):119-136.
Robert Keith Shaw (2011). Heidegger's Hermeneutic Method in Tertiary Education. In Fowler Pip, Strongman Luke & Kobeleva Polly (eds.), Writing the Future. Tertiary Writing Network.
Michael Glassman & Min Ju Kang (2011). Five Classrooms: Different Forms of 'Democracies' and Their Relationship to Cultural Pluralism(S). Educational Philosophy and Theory 43 (4):365-386.
Shelby Sheppard, Catherine Ashcraft & Bruce E. Larson (2011). Controversy, Citizenship, and Counterpublics: Developing Democratic Habits of Mind. Ethics and Education 6 (1):69 - 84.
Mary-Ellen Boyle (2007). Learning to Neighbor? Service-Learning in Context. Journal of Academic Ethics 5 (1):85-104.
Georgia Warnke (2000). Feminism and Democratic Deliberation. Philosophy and Social Criticism 26 (3):61-74.
David S. Steingard (2005). The Spiritually Whole-System Classroom: A Transformational Application of Spirituality. World Futures 61 (3):228 – 246.
Angus Brook (2009). The Potentiality of Authenticity in Becoming a Teacher. Educational Philosophy and Theory 41 (1):46-59.
Robert A. Rhoads, Jennifer Berdan & Brit Toven-Lindsey (2013). The Open Courseware Movement in Higher Education: Unmasking Power and Raising Questions About the Movement's Democratic Potential. Educational Theory 63 (1):87-110.
John C. Cassidy (2006). A Pedagogy for Integrating Catholic Social Ethics Into the Business Ethics Course. Journal of Business Ethics Education 3:35-54.
Jeff Noonan (2005). Modernization, Rights, and Democratic Society: The Limits of Habermas's Democratic Theory. [REVIEW] Res Publica 11 (2):101-123.
Added to index2010-09-09
Total downloads2 ( #398,797 of 1,410,183 )
Recent downloads (6 months)1 ( #177,870 of 1,410,183 )
How can I increase my downloads?