Updating Hermeneutics as a Philosophy of Education

Anna Pagès Santacana

In this article we examine how to update Hermeneutics as a Philosophy of Education in the first decade of the twenty- first century, after the intense reception that Education gave to Hans-Georg Gadamers works during the eighties and nineties. The progressive hegemony of science and technology discourses as far as the extension of the phenomenon of symbolic precariousness are two key issues that require an updating of Gadamers theory of interpretation from its ontological turning point.

We claim that Hermeneutics developed in Truth and Method become in fact a Practical Philosophy of Education able to cope with epistemological and practical problems that affect contemporary education and the world. Hermeneutics are able to analyze educational facts as a comprehensive model between the educator and the educated from the frame of question-answer, in the context of a cultural tradition as a symbolic and common background from within the category historicity. Updating the comprehension of educational experience would mean to focus, from every symbolic context and from the idea of conversation as a dialogue, the implicit sense of every educational fact and its effects of interpretation, as far as it contributes to reveal its masked truth through other discourses out from science and technology such as Philosophy, Art, Literature, History.