One of the important occurrence and officering in current history of which exist of Renaissance and major effective in existing new direction in the science, is hermeneutics (interpretation). Hermeneutics is well accepted in among some of current scientist. In this paper, history past, branches and also, some of the major thinkers is represented in this School. So, fundamental aspects of Ricoeur’s hermeneutic method is analyzed for understanding and interpretation courses texts and the hermeneutic method effective represent in the education. On the basis of Ricoeur’s idea, information is imposed, but con not imposed understanding because it must is generated of inside. With respect to the hermeneutic method, understanding courses text accomplish in the 3 ways. 1-explanation 2-understanding 3- appropriation, which Ricoeur called it hermeneutic arc. In the first way, explanation, interpreter explores about this question which courses text tells something? And examine text inside nature. In the second way (understanding), interpreter explore about this question which course text speak about something? , and do all of the endeavor to restore course text out ingredient at relation to live and reach for deeper understanding. In the third way (appropriation), interpreter appropriate course text world for themselves. Thus, expanded interpreter horizon (knowledge and perception). So, interpreting course text is process for which it unfold new mode of them understanding. In respect to hermeneutic method for understanding course text (hermeneutic arc) radial idea in the Ricoeur’s hermeneutic is which education and learning is active process. Hermeneutist teacher has accepted innovative and provided freedom in the class, and student is courage do in rummage croup at searching course text meaning with regard to the hermeneutic method.
mohammadi, R. , shabani varaki, B. , javidi, T. , & masoodi, J. (2013). Educational Theory in Complexity Paradigm: An Epistemologic Perspective. Foundations of Education, 3(1), 65-92. doi: 10.22067/fe.v3i1.18330
MLA
reza mohammadi; bakhtiar shabani varaki; tahere javidi; jahangir masoodi. "Educational Theory in Complexity Paradigm: An Epistemologic Perspective", Foundations of Education, 3, 1, 2013, 65-92. doi: 10.22067/fe.v3i1.18330
HARVARD
mohammadi, R., shabani varaki, B., javidi, T., masoodi, J. (2013). 'Educational Theory in Complexity Paradigm: An Epistemologic Perspective', Foundations of Education, 3(1), pp. 65-92. doi: 10.22067/fe.v3i1.18330
CHICAGO
R. mohammadi , B. shabani varaki , T. javidi and J. masoodi, "Educational Theory in Complexity Paradigm: An Epistemologic Perspective," Foundations of Education, 3 1 (2013): 65-92, doi: 10.22067/fe.v3i1.18330
VANCOUVER
mohammadi, R., shabani varaki, B., javidi, T., masoodi, J. Educational Theory in Complexity Paradigm: An Epistemologic Perspective. Foundations of Education, 2013; 3(1): 65-92. doi: 10.22067/fe.v3i1.18330
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