NARRATIVITÁS ÉS METAREFLEXIÓ A JÁTÉK HERMENEUTIKÁJÁBAN
NARRATIVITY AND METAREFLECTION IN THE HERMENEUTICS OF PLAY

Summary/Abstract: The study interprets play not merely as a methodological tool, but as a comprehensive educational philosophy model that combines the experiential, reflective, moral, and identity-forming aspects of learning. Following a pragmatic educational philosophy, play appears as a dynamic field of interpretation in which learners not only act but also reflect, interpret, and reevaluate. Based on the theories of Bandura and Ricoeur, metareflection in this space is not merely self-observation, but also an act of moral positioning and identity formation. In this way, play becomes an epistemic and ethical model, simultaneously organising the cyclical structure of learning, the formation of the narrative self-image, and the development of social sensitivity. The study shows how play enables the intertwining of self-interpretation, rule analysis, decisionmaking, and re-experience. Based on the interpretations of Gadamer, Huizinga, Gee, Flanagan, and other thinkers, play can be discussed as a pedagogical event in which reflection and meaning-making are not external goals but the internal logic of the process. This model of play can contribute to establishing a pedagogical culture that is sensitive to meaning-making, open to dialogue, and committed to democratic learning spaces.

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