In almost every aspect of life, human being always tries to seek happiness. At the same time, we tend to avoid situations which may lead to unhappiness. In fact, there are two undeniable phenomena that negate this tendency, namely, first, happiness has become a commodity that is packaged, advertised, and marketed. Second, despair and other forms of crisis often understood as the antithesis of happiness are actually the existential experiences of every human being. This obsession towards happiness has also infiltrated (...) into education system so that education is understood as some kind of means providing solutions in order to overcome these forms of unhappiness and despair. In disagreement with it, based on Søren Kierkegaard's ideas, especially in Kierkegaard’s work entitled The Sickness unto Death, Peter Roberts argues that education should embrace despair because apart from being inevitable, despair does not always need to be understood as a problem that requires a solution. Education should not try to overcome it. On the contrary, education should work with it so that humans as despair beings are enabled to understand, identify, acknowledge, and discuss it. This idea is an invitation for every person to critically reflect on despair and to rethink the role of education in such crisis circumstances. For this reason, a revitalization of the pedagogical paradigm is necessary, for example by applying political pedagogy through critical discourse analysis methods that do not tend to remain muted in the face of existential despair, as well as injustice and any other social problems occurred structurally. Abstrak Hampir dalam setiap lini kehidupan, manusia senantiasa mencari kebahagiaan dan di saat yang sama menghindar dari situasi yang mengarah pada ketidakbahagiaan. Padahal, ada dua fenomena yang tak terbantahkan dan menegasi kecenderungan tersebut, yaitu pertama, kebahagiaan telah menjadi layaknya komoditas yang diperjualbelikan, dikemas, dan diiklankan. Kedua, kenestapaan dan bentuk-bentuk krisis lainnya yang sering kali dipahami sebagai antitesis dari kebahagiaan itu sebenarnya merupakan pengalaman eksistensial setiap manusia. Tendensi yang obsesif terhadap kebahagiaan itu juga telah merasuk ke dalam bidang pendidikan sehingga pendidikan dipahami sebagai sarana yang dapat memberi solusi agar dapat mengatasi bentuk-bentuk ketidakbahagiaan dan kenestapaan itu. Terhadap perkara di atas, dengan mendasarkan diri pada gagasan Søren Kierkegaard terutama yang dituangkan dalam The Sickness unto Death, Peter Roberts berargumentasi bahwa pendidikan justru seharusnya memeluk kenestapaan itu karena selain tak terelakkan, kenestapaan tidak perlu selalu dipahami sebagai masalah yang membutuhkan solusi. Pendidikan seharusnya tidak mencoba menghindari realitas kenestapaan, tetapi menanggapinya sehingga manusia sebagai pengada yang nestapa dimungkinkan untuk memahami, mengidentifikasi, mengakui, dan membahasakan keadaan krisis itu. Gagasan tersebut merupakan undangan bagi setiap manusia, bukan hanya bagi pelaku pendidikan, untuk secara kritis berefleksi mengenai kenestapaan dan untuk berpikir ulang mengenai kodrat serta peran pendidikan di tengah situasi krisis. Untuk itu, suatu revitalisasi terhadap paradigma pedagogis menjadi perlu, misalnya dengan menerapkan pedagogi politis melalui metode analisis wacana kritis yang tidak cenderung bungkam di hadapan kenestapaan yang eksistensial, maupun di hadapan ketidakadilan dan ketidakberesan sosial yang sering kali terjadi secara struktural. (shrink)

From biology to economics to information theory, the theme of interdependence is in the air, framing our experiences of all sorts of everyday phenomena. Indeed, the network may be the ascendant metaphor of our time. Yet precisely because the language of interdependence has become so commonplace as to be almost banal, we miss some of its most surprising and far-reaching implications.

Perceived supervisor support is widely studied in terms of its positive outcomes. This paper, in contrast, investigates employees’ unethical pro-supervisor behavior as a negative consequence of perceived supervisor support. Drawing upon the multifoci approach of social exchange theory and the reciprocity principle, we hypothesized that perceived supervisor support can engender unethical pro-supervisor behavior via employees’ feelings of reciprocity towards the supervisor. Building on the instrumental reasons that underlie social exchanges, we further hypothesized that this mediation relationship is stronger for employees (...) high in Machiavellianism. We collected data for three experimental studies from full-time MBA students of a European business school and from U.S. working professionals, and the results provided consistent support for our proposed model. Taken together, the current study highlights the “dark side” of perceived supervisor support, in that it can lead to unethical behavior and that this effect can be accentuated by employees’ Machiavellianism. (shrink)

Working from home (WFH) is a new reality and norm in today’s work culture. COVID-induced lockdown introduced the concept of WFH for many people. Blurring home and workplace boundaries was a prominent cause of disorientation in people’s lives. Hence, WFH becomes a significant phenomenon to explore as it raises the fundamental question of body and space in shaping people’s experiences. To study this, the researchers designed a phenomenological inquiry and examined the lived phenomenon of WFH during the COVID lockdown. Borrowing (...) theoretical concepts from philosophers Martin Heidegger and Merleau-Ponty, they aimed to understand human experiences from an embodied perspective. They interviewed a few adults (age group 27–50) in three urban Indian cities during the first phase of the COVID-19 lockdown. The participants’ experiences were transcribed, and Interpretative Phenomenological Analysis (IPA) was conducted. The IPA themes highlighted their varied lived experiences and lifeworld, such as distractions in working from home, their changed routines, habits, and social interaction. The findings are discussed through phenomenological psychology concepts such as embodied cognition, body memory, extended self, shared empathy, intersubjectivity and pre-reflective bodily intelligence in coping. The study’s contribution is that it advances a methodological understanding by interpreting people’s experiences from a phenomenological view of being-in-the-world in which the individual is not an isolated entity but is in the world/placed in the world with other people and the environment. (shrink)

CONTENIDO: Kant y la pedagogía - De la objetividad a la objetivación - De la tensión entre el investigador y el método - Interdisciplinariedad e investigación cualitativa en educación - Formación y subjetividad: epistemología, lenguaje y pedagogía - La pedagogía ante la tecnología como estructura del mundo de la vida - Alcances y limitaciones de la inteligencia artificial en pedagogía - A propósito de la informática en el mundo de la pedagogía y de la educación - La representación del conocimiento (...) y la inteligencia artificial - La lógica de las ciencias como didáctica: ¿un bastión de modernidad? - La educación del futuro como futuro de la educación - De la epistemología de la pedagogía a la filosofía de la educación. (shrink)

El 23 de enero de 1939 Joan Roura-Parella partió de Barcelona hacia un exilio voluntario del que, como muchos otros intelectuales españoles, ya no volvería jamás. Primero en México (1939-1945) y después en Estados Unidos (1946-1983), elaboró su pensamiento pedagógico y se situó en la avanzada de los estudios académicos de distintas universidades americanas. Habiéndose formado en los años treinta en las ciencias del espíritu, en la Universidad de Berlín y con el magisterio de Eduard Spranger, y tras haber presentado (...) en la Universidad de Barcelona, en plena Guerra Civil, la primera tesis en pedagogía leída en España, Roura-Parella desarrolló a partir de ese viaje de diáspora su cosmovisión sobre los principios de la unidad orgánica del mundo y la dimensión espiritual y axiológica del ser humano. Sobre la base de que la vida espiritual y la vida biológica constituyen un todo integral, sus textos transmiten hoy un ideario de paz y concordia plenamente vigente. Esta antología reúne, junto con un claro y completo estudio introductorio, las páginas más significativas de su pedagogía culturalista y su teoría de la educación. Con ella recuperamos, cuando se cumplen ochenta años de su exilio, una figura fundamental del pensamiento pedagógico del siglo XX. (shrink)

Dieser Band enthält Husserls letzte grosse Arbeit, an der er von 1934 bis 1937 arbeitete. Husserl weist darin die Probleme auf, die seiner Ansicht nach zu der Krise geführt haben, in der die Menschheit der Gegenwart sich befindet. Er verfolgt den Ursprung dieser Krise zurück bis zur Entstehung der neuzeitlichen mathematischen Naturwissenschaften bei Galilei, um aufzuweisen, wie es zu der verhängnisvollen Spaltung des physikalistischen Objektivismus und des transzendentalen Subjektivismus gekommen ist. Die Geschichte der neuzeitlichen Philosophie wird von Descartes über Locke (...) - Berkeley - Hume bis zu Kant verfolgt. Husserl stellt dar, wie es das eigentliche Anliegen der Phänomenologie ist den verhängnisvollen Riss zu überwinden, indem sie den Rückgang zu dem Sinnesfundament vollzieht, das in den Wissenschaften selbst und für diese verborgen bleibt. In diesem Zusammenhang kommt gerade der Wissenschaft vom Menschen, der Psychologie, eine fundamentale Bedeutung zu, allerdings einer Psychologie, die auf der Phänomenologie gründet und von ihren Erkenntnissen ausgeht. Ausser dem erhaltenen Haupttext befinden sich im Husserl-Archiv noch zahlreiche "Forschungsmanuskripte", die im Zusammenhang mit der Krisis-Problematik entstanden sind. Um auch in sie Einblick zu geben wurde eine umfassende Auswahl in Form von Beilagen veröffentlicht, sowie noch einige selbständige Abhandlungen die die Entstehungsgeschichte des Werkes erhellen. (shrink)

Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

In this paper Gadow's philosophical themes are developed considering the pedagogical relation – the relation of teacher and student, nurse and patient, self and world. Relational pedagogy is discussed through exploration of embodiment (being the teaching), improvisation (doing the teaching), and interdependence (locating the teaching in a reciprocal world as home). The pedagogical relation explores the lived space between teacher and learner, nurse and patient, where new knowledge is constructed. Such knowledge ‘resounds bodily’ and is always under construction.

In pedagogy, as in life generally, there are moral complexities and ambiguities intrinsic to the teaching–learning process. Within the context of the knowledge economy and globalization those complexities and ambiguities are proliferating. How we as educators address the interface between these complexities is critical to how well we and those we serve fare in the educational and practice environment. With the emergent corporate university culture it would seem that the major goal is to become a ‘knowledge factory’ or a site (...) of knowledge creation. Increasingly its scientific and technological agenda is to focus on generating knowledge that would further the means and ends of economic growth and public policy. Traditionally, however, education has meant much more than this. Indeed, the original purpose of university education was designed to foster a desire for right conduct and good things which ultimately cannot be neatly packaged and delivered. Within this view, university educators would thus be expected to cultivate a climate of self‐reflection in which learning can be fulfilling in itself. This paper explores the notion of globalization and its hegemonic influence on the university agenda and addresses how corporatism, a key dimension of globalization, is in effect usurping the very essence of the teaching–learning process. (shrink)