Abstract
How we interact with students is important. As lecturers, we influence the development of our students in numerous ways: intellectually, culturally and professionally. In this paper, I suggest that philosophical hermeneutics can serve as a model for how we should act with students and colleagues. Philosophical hermeneutics is most closely associated with Hans-Georg Gadamer and is a reflection on the process of understanding. Gadamer argues that understanding requires an open mindedness and a willingness to put one’s opinions and ideas in play, to have them challenged and to be willing to amend them. This is epitomised by Gadamer’s account of a true conversation which is characterised by a receptiveness and non-dogmatic willingness to learn: ‘there is no higher principle than this: holding oneself open to the conversation … recognizing in advance the possibility that your [conversation] partner may be right, even recognizing the possible superiority of your partner’ (Gadamer 1997). In such a conversation ‘one does not try to argue the other person down but … one really considers the weight of the other’s opinion’ (Gadamer 1960). I explain how my research in, and use of, philosophical hermeneutics informs my teaching practice and how I attempt to adopt the non-hierarchical, non-dogmatic approach inherent within philosophical hermeneutics to govern my interactions with students and colleagues, inside and outside of the classroom. I argue that this approach can also serve as a model for students as developing academics and professionals.