Hermeneutics of education and new borders between the differences

Abstract

This study aims to set the lines of the epistemology underlying narrative thought, once it has been made clear that scientific thinking uses representations woven by narrations. It arises from the need to clarify what is implicit, which the premises of our inquiry are, because the result of our actions has a lot to do with what is implicit, with the premises. Studying representations of technology and science can help us understand the structure of the reasonings and the procedures that have led to great discoveries but that have also opened our future to disturbing risks, especially when they seem to undermine the balance that governs the dynamic relationships which make life in our planet possible.

The human experience and, therefore, practices related to training, have an essentially interpretative nature, which demands from us, both in research and in our teaching, an effort to understand phenom ena, rather than explain them. We start from a deconstructive hermeneutics that overcomes both the determinism inherent in a posteriori reconstructions and the nihilism of secularization. The construction process of thoughts, feelings, actions, symbols, aesthetic, and moral judgments, among others, engage us and transform us in the adventure of knowledge. We start from a narrative that interprets the other as part of himself, a fertile seed of relatedness representing the ontological principle of a hermeneutics of education. The concept of difference is assumed as an educational foundation. However, without difference, relationships, and therefore education, cannot happen.