Place and Being

Do places matter educationally? When Edward Casey remarks: ‘The world is, minimally and forever, a place‐world’, we might take this statement as presupposing without argument that places exist as a given, that we know what a place is, a point that Aristotle would have never taken for granted and in fact neither does Casey. I find Casey's remark that we live in ‘a place‐world’ an immensely rich turn of phrase, forever packed with an infinite and diverse range of landscapes reflecting our being in the world, a maze of wonders, an orchestra of different subtle sounds where places are witnessed, mimicked and created. We submerge ourselves in the gamesome labour of place and learn to perceive and quiver in its light. I will discuss through a phenomenological perspective the self‐givenness of place experience, the unfolding of a life that is an aspect of one's own space and horizon. The relationship between place and being and the aesthetic way that I discuss this is central to this paper's analysis, a position that is at odds with those who favour a more macro theoretical perspective that eclipses place. My analysis focuses on a philosophical exploration of being‐in‐place, where place becomes being. Much is made of the thought that place is primarily an aesthetically lived experience where we create ourselves. An attempt is made to show how an embodied sense of being in place transforms places of learning. The paper attempts to acknowledge the kind of governing power of being that place interconnections can enclose, personalize and create.     

Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the pedagogy of hermeneutical phenomenology in education

Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how hermeneutical understanding of the phenomena of students' lived experience can catapult both students and teachers into the personal growth and development in a reciprocal way. It is my hope that such an understanding will facilitate an educational aim that focuses on the ontology of being and becoming while students' existence is brought to the center of teaching and learning.     

Phenomenology and curriculum implementation: discerning a living curriculum through the analysis of Ted Aoki’s situational praxis

The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki’s phenomenology, wherein curriculum is read as phenomenological text. The problem explored emerges from Aoki’s critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in contemporary standardized education, which is driven by the ideology of social efficiency. Aoki focuses on the way in which the scientific and technical modes of curriculum implementation preclude particular modes of Being-in-the-world because curriculum implementation, as a technical and instrumental process, reduces both educators and students to epistemological subjects, and beyond, objects of knowledge. By focusing on curriculum implementation as a form of ‘situational-praxis’ as opposed to ‘instrumental-action’, this paper concludes, it is possible to put educators and students in touch with the ontological aspects of their Being-in-the-world. Aoki’s practice of phenomenology reveals an understanding of an attuned mode of human transcendence in learning, which opens the possibility for an authentic educational experience where educators and students dwell in the midst of the curriculum’s unfolding as an ontological phenomenon.     

Learning during tourism: the experience of learning from the tourist's perspective

The purpose of the research described in the paper was to explore the learning experience that occurs during leisure tourism from the tourist's perspective. Learning throughout the lifespan occurs in diverse contexts and travel presents a unique learning environment enabling both unplanned and planned opportunities. The Husserlian phenomenology presented here involved in-depth interviews with 10 recent tourists and revealed the following 6 qualities of the tourism learning experience: contrast, freedom and flexibility, fun and engagement, authentication, reflection and exploration. The results of the study are discussed in relation to learning, leisure and tourism concepts. Future directions for research are presented.     

Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy.     

细读萨特的“文学介入”理论

萨特在《什么是文学中》中提出了＂文学介入＂理论,＂文学介入＂旨在揭露不同阶级的人的处境,起到干预社会的作用,达到引起行动的效果。狭义的＂介入＂指向政治介入,揭露一定阶级的人的处境。广义的＂介入＂指涉现实生活世界,包括了政治生活在内的人的生存、生活状况。文学介入依据词语与物的对应关系,在意识中呈现对象,依靠＂作者—读者＂,通过＂揭示—被揭示＂的方式实现。文学介入是以意识的自由为前提,通过＂作者-读者＂交互显示自身的自由的方式,揭示人的自由。自由始终在场,人的自由,自由的人始终是＂文学介入＂关注的主题。     

Phenomenology and Physical Education

Abstract

Physical education is often justified within the curriculum as academic study, as a worthwhile activity on a par with other academic subjects on offer and easy to assess. Part of the problem has been that movement studies in physical education are looked upon as disembodied and disconnected from its central concerns which are associated with employing physical means to develop the whole person. But this, Merleau-Ponty would say, is to ignore the nature of experience and to consider the cognitive aspects of our perceptual experience in isolation from the personal meaning gained when looked at from the ‘inside’ or participatory perspective of the moving agent. In this sense, physical education has lost meaning for some students because our embodied relationship with the world is not an external or contemplative one. Phenomenology, according to Merleau-Ponty, is significant for physical education because it highlights what it is like to be embodied and recognises the role corporeal movement and embodiment plays in learning, in, by and through physical education. What makes this account educationally significant for physical education is that the whole person should benefit by the experience, as it includes an emphasis on all three educational domains (the psychomotor, the cognitive and the affective), rather than as separate physical and mental qualities that bear no relation to each other.     

生活作文:借助语言超越日常生活世界

文章认为生活作文在本质上述是超越日常生活世界的精神建构活动。超越日常生活世界可以从知觉、活动、反思、语言等不同维度进行。现象学语义观揭示了体验和语言之间本质联系,为探讨从语言维度超越日常生活世界提供了重要启示。文章提出了借助语言超越日常生活世界的路径和方法。     

时空漫游——小说《阿尔谢尼耶夫的一生》的时空特点

20世纪初,西方哲学界提出了一种全新的思维方式,即胡塞尔现象学本质直观的"看",影响着整个哲学界。作为20世纪经典作家,布宁的创作也紧跟时代大背景,布宁小说的某些全新的创作技巧与现象学的一些原则不谋而合,创造出许多情节并不是很曲折,故事的空间和时间都呈现出片段性的作品,《阿尔谢尼耶夫的一生》是布宁最为出色的一部作品,在现象学的叙述中,时间,空间都呈现一种别样风貌。     

布尔迪厄社会科学方法论及其对教育研究的启示

运用布尔迪厄的概念工具时,不应遗忘概念工具内部与背后所蕴涵的方法论思想。布尔迪厄的关系性思维,是与“社会物理学”、“社会现象学”的双向“决裂”,是对社会人类学“参与性观察者”角色的颠覆。布尔迪厄社会学方法论带给教育研究者的,决不仅仅是可以直接套用的程序,而是具有根本性意义的视界和眼光。经由一种新的视界和眼光,教育、教育研究、教育理论与实践的关系等诸多根本性问题,都可能获得新的阐释,并因而展现出新的形象与势态。