Hermeneutic Musings on Learning: The Dialogical Nature of Teaching Interpretively Authors

The relationship between learning and teaching is explored within the context of a graduate class offered to interdisciplinary students on hermeneutic phenomenology. Both students and the professors who co-taught the class offer insights on questions that are raised, concerning the birth, discovery, creation, generation, and sustenance of interpretive writing. Various pedagogical practices and philosophies are invited into the room to create space for students to explore a deeper level of scholarly, hermeneutic understanding and composition.