This research note is penned in honour of Johan Vander Hoeven on his retirement as Editor-in-Chief of Philosophia Reformata. It is to acknowledge his helpful contribution to the critical exposition of phenomenology. I first read his work almost 30 years ago and it challenged me to develop a sympathetic Christian critique of this philosophical movement. This note is to offer some reflection upon the Christian interpretation of phenomeology. In particular, it raises questions about how some famous phrases, one by (...) Dilthey, the other by Husserl, have been construed. (shrink)

RESUMENLa premisa que subyace a este artículo es que ninguna investigación racional puede ser puramente fenomenológica o puramente psicológica. Esta tesis, que se refleja en el propio título del artículo, está fundada en la naturaleza continua de la conciencia. Por otra parte, el presente artículo está fundamentado en las perspectivas de L. S. Vygotsky sobre la consciencia. Una cuidadosa comparación de los estudios fenomenológicos con la investigación psicolingüïstica basada en las ideas de Vygotsky revela muchos paralelismo significativos. un buen número (...) de conceptos fenomenológicos, tales como lso de "interiorización", "apropiazión" "preconsciente"," intencionalidad","significado vivido/hablado", "comprensión", etc...aparecen, como en un espejo en los trabajos psicolingüísticos bajo los mismos o diferentes nombres. De manera que, en cada caso sometido a discusión, hay un concepto fenomenológico y su "doble" psicolingüístico. PALABRAS CLAVEBYGOTSKY-FENOMENOLOGIA-PSICOLINGUISTICAABSTRACTThe underlying premise of this paper is taht no rational inquiry can be purely phenomenological or purely psychological. this thesis, wich is reflected in the title of the paper, is based on the continuous nature of consciousness. on the other hand, the present paper is grounded in L. S Vygotsky'2 persopectives on consciousness. A careful comparison of phenomeological studies with consciousness. A careful comparison of phenomenological studies with psycholinguistic research based on his ideas reveals many significant parallels. A lot of phenomenological concepts, such as "interiorization", "appropriation", "pre-conscious", "intentionaity", "lived/spoken meaning", "grasping", etc..appear, as if in a mirror, in psycholinguistic works, under different, or the same, names. So, in each case, under discussion there is a pheomenological concept and its psycholinguistic "double"KEYWORDSVYGOTSKY.PHENOMENOLOGY-PSICOLINGUISTICS. (shrink)

In this paper I argue that recent developments in higher education presuppose a conceptual framework that fails plausibly to account for indispensable aspects of educational experience—in particular that a university education is fundamentally a project of personal transformation within a particular social order. It fails, I suggest, primarily because it consists of mutually supporting but erroneous conceptualisations of knowledge and the human subject. In pursuit of transparency and codification we have seemingly forgotten education's existential dimension: that education is closely tied (...) to questions of personal identity and the formation of character and that this is an embodied project. (shrink)