Learning Phenomenology with Heidegger: experiencing the phenomenological ‘starting point’ as the beginning of phenomenological research

Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation of what I believe to be the most important feature of phenomenology—what Heidegger referred to as the ‘starting point’ of phenomenology. I have written this article in the manner of a phenomenological workshop with the intention of inviting the reader to engage experientially with this starting point.     

论伽达默尔与赫什解释角度之歧异

现代解释学的出现是二十世纪思想界的一个重要事件，它的产生对20世纪60年代以后的西方美学产生了深远的影响。本对现代解释学的两上重要人物伽达默尔和赫什的解释学美学思想，从艺术本理解、解释的历史性问题以及艺术语言观三个方面作一比较，找出他们解释角度的差异。     

艺术与想象--胡塞尔艺术美学思想探析

胡塞尔的艺术美学思想建立在对想象现象学分析的基础之上。现象学意义上的想象与知觉、幻想不同，也不是一种能力，而是知觉的中性变样，这使想象既与被映像的现实联系甚紧，又不对现实“认之为真”；既是一种选出行为，也是一种构造活动。在此基础上，胡塞尔认为，艺术是被构成的想象领域。这一艺术论与模仿论、表现论相差甚大，可以称之为艺术显现论。胡塞尔对想象的重视与狄尔泰一样，意在借想象与艺术提升现实，创造一个意义世界，以对抗工业明的侵袭。胡塞尔纲要式的论述对海德格尔、萨特、马尔库塞等人的美学思想有着直接的影响。     

Triggers of emotional highs in experiential learning

This study is concerned with emotional highs in experiential learning and, more specifically, determining triggers that lead to emotional highs. The research aims not only to understand the invisible side of emotions, but also genuinely consider how learners make sense of their experiences. To study the triggers of emotional highs, a deliberate decision was made to approach the phenomenon as an experience. Hermeneutic phenomenology is used as an overarching methodology. The study focused on experiences of 15 adult learners who participated in 1 of 3 experiential learning courses. The 3 courses were residential, lasted 4–8 days and took place with an equal number of days indoors and outdoors. Learners were asked to make sense of their lived experience through surveys, reflection and semi-structured interviews. Eight themes of emotional high triggers emerged, including Sense of being pushed, Out-of-me experience and Escaping one’s environment.     

Educational methods and cognitive modes: Focusing on the difference between Bernard Stiegler and N. Katherine Hayles

Abstract

This paper aims to show how to conceive the relationship between educational methods and cognitive modes. Focusing on the difference between Stiegler and Hayles, I will show that it is necessary to invent an educational philosophy for hyper attention. While Stiegler agrees with Hayles’s position regarding attention, he criticizes Hayles for defining attention as duration. According to Stiegler, attention has less to do with duration than with ‘retention’ and ‘protention.’ Based on this phenomenological insight, Stiegler appeals for a need to protect children from this mutation of the cognitive mode. However, Hayles suggests that hyper attention has certain advantages. It is not only a ‘mutation’ of attention but also a new cognitive mode in modern society. Thus, we should invent new educational methods and educational philosophies appropriate to hyper attention in order to bridge the gap between deep attention and hyper attention.     

教育现象学:问题与启示

在澄明“现象学”精神的基础上，文章认为现象学对教育学的影响主要表现为本体论和方法论两个方面，并较为细致地分析了这两种影响。现象学与教育哲学的关系是内在的。现象学对于教育哲学的意义，集中地表现在批判意识、求实意识和关怀意义的启发价值上。教育哲学只有首先作为现象学，才能把握住自己。教育现象学对于教育哲学的深化具有非常重要的意义。     

文学世界之生成现象学

文学创作活动和文学接受活动是在作家和读者的头脑、意识中生成虚拟文学世界的过程。文章对文学创作世界和文学接受世界各自的生成过程、特征以及文学创作世界与文学接受世界的关系进行了比较详细的现象学描述, 并对文学世界与现实世界的关系予以简单的探讨     

教育人种学研究

教育人种学研究是运用现象学哲学方法论，借鉴教育人类学学科体系的研究方法，开创教育研究新视角。其具有以下特征：个案研究为重点；实地研究；解释的整体性；方法的描述性；结果的概括性；检验的多样性；研究意义的现实性。     

The psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study

The author used phenomenology to explore the subjective experience of ninth-grade girls susceptible to mathematics-related stereotype threat in their authentic learning environments. The sample constituted students categorized as either having low or high susceptibility to stereotype threat (SST) enrolled in Honors mathematics classes at an urban high school in the Northeast United States. Results showed that high-SST students experienced a wide range of negative emotions regarding both mathematics and its learning context. Emotions commonly experienced by this group included low self-efficacy and hopelessness specific to learning mathematics, frustration, and feelings of isolation (both social and intellectual) in their classes. Experiences common to these students were perceived differential teacher treatment, and stereotype endorsement linking mathematics ability to fixed traits such as race or genetics. Low-SST students, on the other hand, experienced positive relationships with their teachers, positive schooling experiences, and a malleable view of intelligence.     

The Tutor’s Approach in Base Groups (PBL)

In this article, the concept of approach related to tutor functioning in problem-based learning (PBL) is explored and the significance of a phenomenological perspective of the body in relation to learning and tutoring is investigated. The aim has been to understand the concept of approach in a context where the individual, thoughts, emotions and body are regarded as a whole in a learning process – a non-dualistic entity. The analysis is primarily based on Merleau-Ponty (Phenomenologie de la Perception. Editions Gallimard, Kroppens fenomenologi. Oslo: Pax) and Leder (1990). The outcome of the analysis is related to the pedagogical view that characterises PBL and tutoring in base groups. An earlier study (Silén Licentiate thesis n 3/1996. Linköping University) about tutor functioning in PBL was the starting-point for the exploration. On the basis of the phenomenological analysis, I assign approach the following meaning: - the total message expressed by ‘the lived body’ in interaction with its life world. The analysis indicates that the tutor’s approach influences group work in different ways. One of phenomenology’s most important messages implies that the tutor’s approach should be characterised by ‘presence’, attention on the students and what is happening in the group, and not on the tutor’s own actions and thoughts. The ability to be ‘present’ is possible when the knowing is rooted in the lived body. This conclusion brings to the fore the necessity of the tutor’s own understanding of the ideas of PBL and the underlying theories, and also highlights the importance of regarding tutor training as an ongoing learning process. The focus of the exploration has been on the tutor in PBL. In principle, I would argue that a corresponding line of reasoning is applicable to tutoring and learning in general.