Student-Teaching, Interpretation and the Monstrous Child

Journal of Philosophy of Education 28 (1):17-24 (1994)
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Abstract

This paper is an interpretive exploration of the figure of the monstrous child as it appears in the experiences of student-teachers entering the community of teaching. It also considers how interpretive work is itself haunted by this figure and how, therefore, teaching itself might be considered an interpretive activity.

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10.1111/j.1467-9752.1994.tb00309.x

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Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
Radical Hermeneutics.John D. Caputo - 1986 - Philosophy Today 30 (4):271-277.

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