Publisher's Synopsis
This book addresses an apparent contradiction between philosophical theory and teachers? experiences. Philosophical theories of meaning place emphasis on the shared nature of understanding, whereas the teacher?s experience is of a differing understanding, where pupils may mean different things by their words from the teacher. The author draws out some of Wittengstein?s insights and combines them with ideas from Kant, the phenomenological and hermeneutic traditions, social psychology and educational practice in order to resolve this paradox. The result is a theory of meaning which is complex enough to accommodate the kinds of interaction through which learning can take place.
