Year: 2025
Type: article
Abstract: This study aims to explore how the task of understanding classic literature as a text and the task of students interpreting and judging autonomously can coexist by applying the discussions of Gadamer and Rancière. While these two tasks are not mutually exclusive, their differing natures—text-centered versus student-centered—make it challenging to achieve harmonious learning objectives in practice. Gadamer provides valuable insights into understanding texts from a hermeneutic perspective, while Rancière argues that it is possible, even in school education, to enable students to become autonomous agents of knowledge by utilizing their inherent universal ability to learn. Although their perspectives and foundations differ, the study seeks to find clues to address both tasks based on their shared view of classic literature and art. In particular, new possibilities for interpreting Gadamer's conservatively perceived text-centered approach were discovered, allowing for a more natural connection with Rancière’s perspective. In the context of a Reading Great Books class, when reading Greek tragedies as classic literature, the traditional teaching methods of reading, discussing, and writing can be enhanced by applying the philosophical perspectives of Gadamer and Rancière, increasing the potential for autonomous reading as aimed by educators. Gadamer’s theory emphasizes the positive role of students’ preconceptions in the process of understanding texts, while Rancière’s theory underscores the importance of consistently engaging with questions from one’s own perspective, comparing works, and independently evaluating and adjusting external knowledge or opinions. This final process aligns with Gadamer’s emphasis on utilizing students’ preconceptions positively.
Author: Yoo Mi Kim
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Award: G1980953930
OpenAlex ID: W4408555526