Gadamer’s hermeneutics on dialogue and inclusive educator development in a global age
Dennis M. Placido & Nikky S. Garo
Abstract
Hans-Georg Gadamer’s hermeneutic theory provides a lens for examining educator development in higher education under globalisation, placing inclusivity at the centre of teaching practice. Through the fusion of horizons, dialogical hermeneutics offers ways to balance global standards with local traditions, addressing tensions revealed in Philippine scholarship on training, professional development, and educational technology, which highlight structural flaws, uneven implementation, and persistent challenges in integration. Pressures from global rankings exacerbate these issues, commodifying education and weakening holistic learning. To respond, this study employed qualitative content analysis enriched by a hermeneutic dimension, emphasising reflexive and collaborative interpretation that reframes contradictions as opportunities for dialogue. Findings show how educators can transform prejudices into bridges of meaning, reorienting development towards inclusivity, critical thinking, reflective practice, and dialogical approaches that ensure competitiveness in a global economy while remaining culturally grounded.
Keywords
fusion of horizon, inclusive education, professional development, educational technology
Author information & Contribution
Dennis M. Placido. Doctor of Philosophy in Educational Management. Professor, Department of Philosophy, Saint Louis University, Baguio City, Philippines. Email: placidodm@slu.edu.ph
Nikky S. Garo. Doctor of Philosophy in Philosophy (candidate). Associate Professor, Department of Philosophy, Saint Louis University, Baguio City, Philippines. Email: nsgaro@slu.edu.ph
"Author 1 contributed the philosophical foundation of the study by providing the theoretical background on Hans-Georg Gadamer’s hermeneutic dialogue, particularly the concepts of dialogue, prejudice rehabilitation, and the fusion of horizons, which framed the research within a philosophical lens. Author 2 applied this theoretical framework to contemporary issues in higher education, formulating the methodology and conducting the systematic literature review. Together, their complementary contributions ensured that the study was both philosophically rigorous and practically grounded, bridging theory and application to highlight how hermeneutics can inform inclusive and transformative teacher development in the Philippine higher education context."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
Not Applicable
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
Although AI tools did not contribute substantive content or analytical insights, the team acknowledged the use of Microsoft Copilot to support tasks such as literature searches, summarization, and paraphrasing. Outputs generated with AI assistance were thoroughly checked, properly cited, and referenced to maintain transparency, uphold academic rigor, and ensure adherence to scholarly integrity.
Notes
Acknowledgement
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Cite this article:
Placido, D.M. & Garo, N.S. (2026). Gadamer’s hermeneutics on dialogue and inclusive educator development in a global age. International Journal of Educational Management and Development Studies, 7(1), 207-228. https://doi.org/10.53378/ijemds.353336
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