Abstract
This study reviews six traditional approaches to hermeneutics and presents a dialogic understanding of hermeneutics. It concludes with specific applications of hermeneutics to curriculum development practices in schools with a focus on inter‐subjectivity. While 20th‐century access to post‐structural notions of subjectivity through aesthetic experience began to engender a language of possibility rather than a language of certitude for hermeneutic inquiry in curriculum studies, it nevertheless did not fully account for interpretation as a productive and collaborative act in the inter‐subjective sense of being for the other. This study explores the dialogic emergence of this language of possibility through a review of historical and contemporary approaches to hermeneutics, and subsequently proposes an alternative understanding of hermeneutics and aesthetics to offer a reconceptualized vision of the interpretive process for curriculum studies.
Published Version
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