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Seeing What Is Questionable: Transformative Pedagogies and the Hermeneutic Subject

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Transdisciplinary Higher Education

Abstract

This chapter approaches the topic of transdisciplinarity through a consideration of some of the ideas explored by Hans-Georg Gadamer in his magnum opus, Truth and Method, as well as in his later writings and interviews: ideas relating to notions of ‘horizon’, ‘prejudice’ and ‘method’. Although written as a defence of the humanities against what he saw as the encroachment of the scientific method, Gadamer’s contribution to philosophical hermeneutics is now generally seen as having relevance across the entire field of human understanding. The chapter aims to open up a discussion on the possible reconfiguration of pedagogy around the themes of (1) the primacy of the question (2) the idea of inter-connective understanding and (3) the unpredictability of learning outcomes. The chapter concludes with some reflections on the relevance of Gadamer’s ideas for the current debate on transdisciplinarity within higher education settings.

The real power of hermeneutical consciousness is our ability to see what is questionable.

Gadamer (1977: 13)

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Correspondence to Jon Nixon .

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Nixon, J. (2017). Seeing What Is Questionable: Transformative Pedagogies and the Hermeneutic Subject. In: Gibbs, P. (eds) Transdisciplinary Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-56185-1_2

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  • DOI: https://doi.org/10.1007/978-3-319-56185-1_2

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