Conversations : hermeneutic inquiry unearthing pedagogic relations
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006
What is conversation and how is it related to pedagogic relations? Conversations: Hermeneutic Inquiry Unearthing Pedagogic Relations utilizes Hans-Georg Gadamger's notion of conversation as "the art of seeing things in the unity of an aspect" (Gadamer, 2004, p.368). This definition for conversation is a model for the pedagogic relation where the teacher and student experience education together, side-by-side. This thesis explores the themes of pedagogy, vulnerability and living or Being in the context of teaching. Hermeneutic inquiry -a mode, or art of interpretation-is utilized to inquire into one teacher's experience with students to unearth a deeper understanding of the pedagogic relation. The hermeneutic questions that have informed the inquiry are: 1)What is the nature of the pedagogic relation? 2)What is the nature of the teacher-student relationship? 3)What is the significance of vulnerability in teaching? 4)What is the effect of society on the pedagogic relation? Textual fragments or narrative reconstructions of conversations with students and parents are the site of the study. The study itself employs Gadamer's Truth and Method as a tool of inquiry and also explores the writings on pedagogy of David Smith, David Jardine and Max van Manen. This thesis addresses the nature of a teacher being with another, namely the student and how the teacher must have a measure of self-understanding to nurture the pedagogic relation. The teacher who engages in conversation with his/her students will undoubtedly experience a measure of vulnerability as a direct result of the relationship. The thesis concludes with writing about how hermeneutics is a mode of self-understanding and change.
viii, 129 leaves ; 28 cm.
Dissertations, Academic , Teacher-student relationships -- Alberta , Education -- Study and teaching -- Alberta