Curriculum work and hermeneutics

The curriculum work of teachers is understood and conceptualised in different ways. A prevalent view that are an integral part a system transmission their with essentially technical exercise. Some form this seems to be assumed by policymakers, parents at least some teachers. However, when same considered from the perspective interpretation theory or ‘hermeneutics’, contrasting picture emerges. Rather than positioning as relays explicit information, alerts us complexities uncertainties inherent reading, appreciation application texts. On view, meaning not stable but transformed through interpretation, process itself has no definite end point. Interpretation thus undermines major assumptions technical-transmission understanding work. In paper, potential contribution body illuminating explored. Noting hermeneutics vast area study, selection concepts will made demonstrates these insights. exploration yield both critical generative contributions theory. way teachers' become clear, time, creativity becomes inescapable feature teacher expertise could celebrated rather neglected, denied repressed. hermeneutic analysis implications for what know do role contemporary society.