Most theories of meaning making in Swedish higher education pedagogy today are based on a broadly perspective view of knowledge. But, in practical terms, how can academic teachers facilitate the inclusion of different perspectives that challenge one another in the classroom while avoiding anything-goes relativism? The present thesis seeks solutions to this problem in rhetorical theory and, more specifically, in the concept of topos. Topos theory was developed as a cognitive toolkit for thinking and reasoning about contingent and multifaceted matters. It proceeds from the assumption that issues can be fruitfully addressed through themes, arguments and reasoning methods previously shown to work for similar issues. The merits of the various topoi could then be debated, thus allowing diverse perspectives to be tried out and scrutinised. I believe that topos theory may have much to contribute to pedagogy for higher education vis-à-vis problematic knowledge in a dynamic world. Such a theoretical enterprise, however, must be founded on a carefully developed theory of meaning making. The specific aim of the present thesis is to investigate the feasibility of such a theory. The main question is: How is meaning making to be understood from the viewpoint of topos theory? An overview of the emergence and historical context of the concept of topos, and a reconstruction of its underlying epistemology form the basis of a proposal for a novel/contemporary model. The proposed concept will be employed to advance a sociocultural and dialogic approach to meaning making, inspired by the work of Bachtin. Finally, these ideas will be used as vantage points for designing higher education seminars.