ABSTRACT
A vision for K–12 education needs to include not just a guideline that serves as a general orientation apparatus but also substance, that is, material that fills the educational space. This chapter proposes a complementary hermeneutic structure that refers to the human territory and intends to expand it, addressing the concern of disguised independence in the service of external demands by providing human-oriented internal principles. The chapter describes the essence of these basic human features, mostly in technical terms, and proposes to establish an awareness of and sensitivity to meanings as a broad educational goal. It focuses on meaning making and compares the authors' view with proposal of the hermeneutic university. The goal here is not to critique Dewey's work as a whole but only the ideas that-as I read them-most relate to the proposed hermeneutic structure.
