A Qualitative Study of the Role of Pre-understanding in Learning Based on Gadamer’s Approach

Abstract

The purpose of this study was to explain the role of pre-understanding in the learning process based on Hans-Georg Gadamer’s philosophical hermeneutics and to examine how pre-understanding, prejudice, and the fusion of horizons contribute to meaningful learning. This study employed a qualitative design grounded in philosophical hermeneutics. Participants included 18 faculty members and doctoral students in philosophy, philosophy of education, and educational sciences from universities in Tehran, selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analysis of relevant hermeneutic texts and documents. Data analysis was conducted using interpretive thematic analysis guided by the principles of the hermeneutic circle. To enhance trustworthiness, participant validation, peer review, and constant comparative analysis were applied throughout the research process. The analysis resulted in three major themes: “the place of pre-understanding in the existential structure of learning,” “the role of prejudice in critical learning,” and “the fusion of horizons as meaningful learning.” Findings indicated that learners never enter the learning process without prior mental, cultural, and historical backgrounds, and that pre-understanding functions as the starting point of all understanding. The results further demonstrated that prejudices are not obstacles to knowledge but conditions that make understanding possible. Critical learning occurs when individuals consciously reflect upon and reassess their assumptions. Moreover, meaningful learning emerges through the interaction between existing horizons of meaning and new experiences, whereby dialogue, questioning, and engagement with alternative perspectives facilitate the expansion of understanding. The findings revealed that learning, from a Gadamerian perspective, is an interpretive, historical, and dialogical process in which pre-understanding, prejudice, and the fusion of horizons play fundamental roles. Pre-understanding is not a barrier to learning but the foundational condition of understanding. Deep learning occurs when learners reconstruct and expand their horizons of meaning through engagement with new perspectives. Therefore, recognizing the role of pre-understanding provides a valuable theoretical foundation for designing educational approaches centered on dialogue, reflection, and meaningful learning.