Seminar by David Aldridge (Oxford Brookes University) 'Instructional triangles, belonging, and the knowledge-led curriculum'

All hermeneutic situations, I will argue, are such triangles. How, then, moving beyond this global understanding, can hermeneutics inform those local situations that we wish to think of as specifically educational (i.e. schooling)? I will argue for a constellation of hermeneutic relationships that constitute the event of classroom learning. An important distinction will be made between the ‘object of study’ and the ‘subject matter’. The subject matter – Gadamer’s die Sache – ‘emerges’ in the event of learning, which implies a transformation of teacher, student and curriculum in a relationship of ‘belonging’. I will conclude by sketching the implications of this relationship for perennial debates about pupil-led and knowledge-led curricula

A chapter of David's most recent book closely related to the seminar is available here.

A recording of this seminar can be found here.