The first section of this two-part document, The Hermeneutic Struggle: A Teaching Method, explores the author's pedagogical explanation of a hermeneutic approach to teaching philosophy. According to the article, the teacher should come to the classroom and be able to approach the subject matter from the perspective of the beginner, yet, at the same time, possess the education and experience of a mature mind. Through a reflective method, the teacher should develop a connection with the student as a learner, and aid the student in clearing away obfuscation so as to have a greater possession of the meaning of the text. Ultimately, the students gain a personal, holistic understanding of the text through interpretation of its parts and vice versa. In Part 2 of this document, "What Is Hermeneutics?", the author cites the work of Wilhelm Dilthey, a Nineteenth-Century European hermeneutic philosopher. Central to Dilthey's theory is that human subjectivity, born out of living and learning in one's own time and place, affects one's ability to interpret events, arts, aesthetics, ethics, and culture. Once students understand that their perceptions will forever be colored by intrinsic sensibilities, they may set out to directly interpret the world. A summary of Dilthey's three parts of hermeneutics--experience, expression, and understanding--are included. (AF)