Hermeneutic Commentaries

ISSN: 1043-5735

"The question of “interpretation” of the text is at the center of this collection of monographs and commentaries on classical literatures. Interpretation starts with the realisation that at the outset, the sense of a text is an hypothesis to be gradually and constantly revised and ascertained. Grammar, syntax, and rhetoric are certainly the necessary part for this critical operation, but they fall short of giving full sense to the signification of the text. A philological commentary establishes the texts as close as possible to the author’s text, and provides the information necessary for modern readers to understand what the text meant to its contemporary users. But besides the impossibility of achieving this task fully, this sort of information does not provide the sense of the text as it opens itself to the questions of its individuality and universality, its historicity and its transhistorical iterability, as it hides the rules and game of its composition, its difference in order to show its identity. These opposite poles are constantly united and create a tension, a continuous oscillation that are the very domaine of the interpretative analysis, and the conditions of the text’s ever emerging sense . The hermeneutic circle, through which the critical hypothesis is constantly revised and made more precise, can be viewed also as a sort of deconstructive operation, a decomposing of the text in order to recompose it around its now discovered rules and games, of which the author is not necessarily always fully aware. Because of these conditions the sense of a text is more open to the critics than to its author; this point makes the critics conscious that as they are “reading”, they are in some way “writing” the text." "The question of “interpretation” of the text is at the center of this collection of monographs and commentaries on classical literatures. Interpretation starts with the realisation that at the outset, the sense of a text is an hypothesis to be gradually and constantly revised and ascertained. Grammar, syntax, and rhetoric are certainly the necessary part for this critical operation, but they fall short of giving full sense to the signification of the text. A philological commentary establishes the texts as close as possible to the author’s text, and provides the information necessary for modern readers to understand what the text meant to its contemporary users. But besides the impossibility of achieving this task fully, this sort of information does not provide the sense of the text as it opens itself to the questions of its individuality and universality, its historicity and its transhistorical iterability, as it hides the rules and game of its composition, its difference in order to show its identity. These opposite poles are constantly united and create a tension, a continuous oscillation that are the very domaine of the interpretative analysis, and the conditions of the text’s ever emerging sense . The hermeneutic circle, through which the critical hypothesis is constantly revised and made more precise, can be viewed also as a sort of deconstructive operation, a decomposing of the text in order to recompose it around its now discovered rules and games, of which the author is not necessarily always fully aware. Because of these conditions the sense of a text is more open to the critics than to its author; this point makes the critics conscious that as they are “reading”, they are in some way “writing” the text." "The question of “interpretation” of the text is at the center of this collection of monographs and commentaries on classical literatures. Interpretation starts with the realisation that at the outset, the sense of a text is an hypothesis to be gradually and constantly revised and ascertained. Grammar, syntax, and rhetoric are certainly the necessary part for this critical operation, but they fall short of giving full sense to the signification of the text. A philological commentary establishes the texts as close as possible to the author’s text, and provides the information necessary for modern readers to understand what the text meant to its contemporary users. But besides the impossibility of achieving this task fully, this sort of information does not provide the sense of the text as it opens itself to the questions of its individuality and universality, its historicity and its transhistorical iterability, as it hides the rules and game of its composition, its difference in order to show its identity. These opposite poles are constantly united and create a tension, a continuous oscillation that are the very domaine of the interpretative analysis, and the conditions of the text’s ever emerging sense . The hermeneutic circle, through which the critical hypothesis is constantly revised and made more precise, can be viewed also as a sort of deconstructive operation, a decomposing of the text in order to recompose it around its now discovered rules and games, of which the author is not necessarily always fully aware. Because of these conditions the sense of a text is more open to the critics than to its author; this point makes the critics conscious that as they are “reading”, they are in some way “writing” the text."

1 publications

Hermeneutics of Art

7 publications

Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications

Equity in Higher Education Theory, Policy, and Praxis

A BOOK SERIES FOR EQUITY SCHOLARS & ACTIVISTS Beth Powers-Costello, General Editor Globalization increasingly challenges higher education researchers, administrators, faculty members, and graduate students to address urgent and complex issues of equitable policy design and implementation. This book series provides an inclusive platform for discourse about – though not limited to – diversity, social justice, administrative accountability, faculty accreditation, student recruitment, admissions, curriculum, pedagogy, online teaching and learning, completion rates, program evaluation, cross-cultural relationship-building, and community leadership at all levels of society. Ten broad themes lay the foundation for this series but potential editors and authors are invited to develop proposals that will broaden and deepen its power to transform higher education: (1) Theoretical books that examine higher education policy implementation, (2) Activist books that explore equity, diversity, and indigenous initiatives, (3) Community-focused books that explore partnerships in higher education, (4) Technological books that examine online programs in higher education, (5) Financial books that focus on the economic challenges of higher education, (6) Comparative books that contrast national perspectives on a common theme, (7) Sector-specific books that examine higher education in the professions, (8) Educator books that explore higher education curriculum and pedagogy, (9) Implementation books for front line higher education administrators, and (10) Historical books that trace changes in higher education theory, policy, and praxis. Expressions of interest for authored or edited books will be considered on a first come basis. A Book Proposal Guideline is available on request. For individual or group inquiries please contact editorial@peterlang.com.

39 publications