PDU3701
Assignment 3
Due July 2026
, Question 1
1.1
a) Hermeneutics and truth
Hermeneutics is concerned with interpretation and understanding, especially of texts,
experiences and meanings. In hermeneutics, truth is not seen as something fixed or
objective that exists independently of human beings. Instead, truth emerges through
interpretation. What we understand as “truth” is shaped by our historical context,
language, culture and prior experiences.
From a hermeneutic perspective, truth is not about finding one final, correct meaning. It
is about engaging with meaning in a dialogical way. For example, when two people read
the same text, they may arrive at different but equally valid interpretations because they
bring different backgrounds and assumptions into the reading. According to Gadamer,
understanding always involves a fusion of horizons, where the reader’s horizon meets
that of the text or situation (Gadamer, 2004).
In this sense, truth is something that happens in the process of understanding. It unfolds
through questioning, reflection and openness to the other. Hermeneutics therefore
challenges the idea that knowledge is neutral or value free. It reminds us that all
understanding is situated and that truth is something we participate in rather than simply
discover.
In education, this view of truth encourages humility and openness. Learners and
educators are invited to see understanding as something that grows through dialogue
rather than memorisation of fixed facts. This makes learning a lived and meaningful
process rather than a purely technical one (Higgs & Letseka, 2024).
Assignment 3
Due July 2026
, Question 1
1.1
a) Hermeneutics and truth
Hermeneutics is concerned with interpretation and understanding, especially of texts,
experiences and meanings. In hermeneutics, truth is not seen as something fixed or
objective that exists independently of human beings. Instead, truth emerges through
interpretation. What we understand as “truth” is shaped by our historical context,
language, culture and prior experiences.
From a hermeneutic perspective, truth is not about finding one final, correct meaning. It
is about engaging with meaning in a dialogical way. For example, when two people read
the same text, they may arrive at different but equally valid interpretations because they
bring different backgrounds and assumptions into the reading. According to Gadamer,
understanding always involves a fusion of horizons, where the reader’s horizon meets
that of the text or situation (Gadamer, 2004).
In this sense, truth is something that happens in the process of understanding. It unfolds
through questioning, reflection and openness to the other. Hermeneutics therefore
challenges the idea that knowledge is neutral or value free. It reminds us that all
understanding is situated and that truth is something we participate in rather than simply
discover.
In education, this view of truth encourages humility and openness. Learners and
educators are invited to see understanding as something that grows through dialogue
rather than memorisation of fixed facts. This makes learning a lived and meaningful
process rather than a purely technical one (Higgs & Letseka, 2024).
