Abstract

This thesis proposes that Charles Taylor's notion of the 'dialogical human life'---or what I call 'dialogical being in the world'---can be expanded to include pedagogical and democratical aspects. Furthermore, given the collapse of foundational epistemologies, I propose that teacher fulfillment may be negotiated through 'hermeneutical understanding', which recognizes the participation of the knower in the known. Such hermeneutical understanding is achieved through acknowledging my 'dialogical, democratical and pedagogical being in the world' as an unfolding story, which connects present acts of understanding the 'other' with the past and future vision of fulfillment.