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Phenomenology and Education
In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 591-608 (2018)
Abstract
This chapter provides a historical and thematic overview of the most important contributions to phenomenology in German- and English-language educational studies. In this context, phenomenology is important both as a theoretical tradition and a research method, in both cases directing attention to the experiential, relational, and intersubjective dimensions of pedagogy, teaching, and learning. In Germany, phenomenology as a method and as a philosophy has aimed at redefining traditional theories of education and Bildung in terms both empirical and theoretical. In the English-speaking world, phenomenology has been used primarily as a methodological approach to illuminate lived experience particularly in the caring professions including education; it has also occasionally provided possibilities for articulating theories of teaching and learning in close relation with concrete practice.Author's Profile
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Citations of this work
Fink’s Notion of Play in the Context of Philosophical Inquiry with Children.Georgios Petropoulos - 2021 - Childhood and Philosophy:1-24.
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