Hermeneutics in the non-affirmative theory of education

Mari Mielityinen-Pachmann, Michael Uljens

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This chapter explores how the general theory of hermeneutics may help us to clarify how education and the process of Bildung relate. To this end, the chap
ter consists of two sections. The first section outlines why we need different notions of subjectivity and intersubjectivity for talking about the premises of pedagogical interaction and, in addition, about the results of Bildung. Three pairs of subjectivity and intersubjectivity are identified: as anthropological preconditions; as notions emanating from socialisation into a life-world; and finally, as self-reflexive categories. This first section views non-affirmative pedagogical intervention and Bildsamkeit as mediating between three pairs of subjectivity and intersubjectivity. The second section deepens the above reasoning by exploring how hermeneutics can function as a complementary approach for clarifying non-affirmative pedagogy. More precisely, how are the central questions of hermeneutics constitutive of and present in a theory of non-affirmative education?
Titel på värdpublikationNon-affirmative Theory of Education and Bildung
RedaktörerMichael Uljens
Antal sidor15
ISBN (elektroniskt)978-3-031-30551-1
ISBN (tryckt)978-3-031-30550-4, 978-3-031-30553-5
StatusPublicerad - 7 aug. 2023
MoE-publikationstypA3 Del av bok eller annan forskningsbok


NamnEducational Governance Research
ISSN (tryckt)2365-9548
ISSN (elektroniskt)2365-9556


  • Hermeneutics
  • Intersubjectivity
  • Bildsamkeit
  • Summoning
  • Aufforderung

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