The point of view adopted in this article is based on the assumption that the pedagogical climate is a function of different concepts of knowledge interacting with each other in both classrooms and institutions. We base our arguments on the Gallagher classification (1992) of the types of hermeneutics that represent as many different relationships to knowledge in educative situations : conservative hermeneutics, moderate hermeneutics, critical hermeneutics, radical hermeneutics. We describe these types of hermeneutics and associate various introduction and belonging practices with them. In different forms, these introduction and belonging practices can be useful from kindergarten to university. The introduction of a variety of practices can contribute to helping educators and learners become better able to interact in complex and changing educational environments.