Exploring What is Possible in a Classroom with Mathematics and Children
Chapter 4. Hermeneutics: An Ontological Turn
| 31 →
HERMENEUTICS: AN ONTOLOGICAL TURN
I first came across the term ‘hermeneutics’ eight years ago during a chat with a researcher who was spending time at the school where I was teaching grade one. Making small talk, I remember asking the researcher what type of research he did, and he said, “Hermeneutics.” It was completely foreign to me. I confessed my ignorance and he went on to say something like, “It is concerned with what happens in the space between this and this.” As he spoke he motioned with his hands in the air. I found his response fascinating. Children began to pour into the classroom and all I was left with was this one sentence. My curiosity led me to seek out people and literature that could open up the word ‘hermeneutics’ for me. After my first graduate class on the topic, I felt like a whole world had cracked open, but I found the subject so slippery. Throughout the semester I tried to explain it to others who knew I was taking the graduate course. I would be asked, “What is this herma-hermen- what do you call it?” And I would find myself somewhat tongue-tied in response. I would say things such as the following:
“Hermeneutics is about interpretation of text.” “It’s about conversation.” ← 31 | 32 → “Hermeneutics is about human understanding.” “It is about the cultivation of character.” “It’s a type of interpretive inquiry.” “Hermeneutics is...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.