Practical Hermeneutic Teaching: Research Methods and Self-Development.Report as inadecuate




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The teaching of inquiry paradigms that supplement traditional rational and empirical approaches is advocated in psychology training settings. This program proposal introduces hermeneutics, an inquiry paradigm focusing on the interpretation of meanings inherent in human action, into the curricula of psychology programs. Two curricula offerings are proposed: (1) research methods classes that teach hermeneutics using a comparative model; (2) small group seminars that apply hermeneutic methods to self-knowledge development. Hermeneutics focuses on the discovery of meaning inherent in human activity, and is appropriate to the study of human action. The end product of hermeneutic inquiry is an interpretive account, as opposed to a formal set of rules (rationalism) or a causal law (empiricism). Its ability to capture the subtle, complex, and contextual qualities that are unique to human action and experience are seen as especially valuable for students in clinical training. Intended as a contribution to the knowledge base from which educational programs in psychology are developed, this proposal provides an overview and a diagram of the hermeneutics inquiry process. (EMK)

Descriptors: Cognitive Processes, Graduate Students, Hermeneutics, Higher Education, Inquiry, Psychology, Research, Self Actualization, Teaching Methods, Therapy











Author: McConnell, Stephen C.; Lewis, Katherine L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9001&id=ED425377







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