Abstract :
This paper reflects on the role of phenomenological
hermeneutics as part of art history and
theory programmes in art education. Though
initially confined to Philosophy, this branch of
hermeneutics can be utilised in Art Education
also, as concepts explored here such as the
appropriation of knowledge, interpretation, reading
and understanding offer an effective tool to
investigate the strength and potential of subjectivity,
metaphoricity and embodiment in art
practice. This paper begins with a reflection on
the most effective space where theory teaching
can take place and offers the concept of the
hermeneutical space, where teaching is inclusive
and supportive of self determined contributions
to processes of theoretical reflection on art practice.
A mutual learning experience is fostered in
this environment, where teacher and student
respect each other’s readings. Finally, I put forward
suggestions as to how this can be realised in an
actual teaching situation by relating my own
experience.
