Dialogical Hermeneutics as a Framework for Learning: reconceptualising the divide between environmental interpretation and education

The proponents of Environmental Interpretation generally draw a sharp distinction between 'interpretation' and 'education'. The former they say occurs in informal learning settings such as national parks and heritage sites, whereas the latter pertains to formal, class-room learning. This paper argues that this distinction is only sustainable if one adopts a parochial and narrow view of both education and interpretation. In the light of Hans George Gadamer's hermeneutics the dichotomy between interpretation and education dissolves into culturally situated, reflexive and dialogical learning practices. That is, the difference between learning in informal and formal settings is shown to be a difference of degree not kind. It is also suggested that Gadamer's hermeneutics may help reconcile the contradictory tendencies of contemporary, social constructivist and situated socio-cultural perspectives on learning