Abstract
Purpose: This text has emerged from frequent in-depth conversations about theory and practice in teaching and learning among colleagues in Faculties of Dentistry, Medicine, and Education. Our intention is to expand those face-to-face conversations beyond the walls of our university. Method: More specifically, through a conversational hermeneutic approach we endeavor to provide an introduction through accessible teaching approaches and effective learning that might enhance health education and promote student's and educator's experiences. Results: Among topics of our interest, lecturing, which still is pervasive in higher education, has constituted a matter of much debate in the group. Our conversations have not only covered the pros and cons of lecture approaches, and other alternative or complementary teaching strategies, but also, and importantly, theoretical and philosophical perspectives in education. Discussion/conclusion: In this article we invite the readers to join us in, we hope, a fruitful conversation about lecturing and Gadamer's dialogical hermeneutics as a means to encourage meaningful conversations within the classroom. © 2020 King Saud bin Abdulaziz University for Health Sciences
Recommended Citation
Hovey, Richard B.; Rodríguez, Charo; and Jordan, Steven
(2020)
"Beyond Lecturing: An Introduction to Gadamer's Dialogical Hermeneutics With Insights Into Health Professions Education,"
Health Professions Education: Vol. 6:
Iss.
4, Article 6.
DOI: 10.1016/j.hpe.2020.08.004
Available at:
https://hpe.researchcommons.org/journal/vol6/iss4/6
