Hermeneutics

Abstract

The relationship between philosophy, hermeneutics and pedagogy can be investigated from two main perspectives: the first, according to a historical-epistemological framework of passages and contaminations at a theoretical level between the hermeneutic element and pedagogical reflection, thus remaining within the philosophy of education. The second perspective is instead a heuristic reading of the relationship between the disciplines, which envisages reading how hermeneutics, especially in its declination known in the literature as "hermeneutic pedagogy", not only reflects on the foundations of this intersection, but also poses itself as a tool for research and action. Thus hermeneutic pedagogy is not only a philosophy of education, but also a 'science' of education. This contribution intends to investigate both perspectives by reporting and commenting on some of the main interpretations advanced in Italy at an academic level. This study is presented as a critical and guided review of some texts by Italian authors who have found in the relationship between hermeneutics and pedagogy their field of interest and research.