现象学对心理学研究的影响及其启示

现象学从根本上来说是一种方法,其核心是现象学还原和本质还原。由于现象学创立者胡塞尔本身师从于心理学大师布伦塔诺,加上现象学本身是一门研究意识的科学,这使得现象学与心理学的结合成为必然。     

设计的艺术存在--存在论现象学视域中的设计艺术

在存在论现象学的视域中，设计艺术所关涉的旨趣、质料一形式、实用性和技艺等特质，遮蔽了设计艺术自身。设计艺术自身就是一个世界。只有通过去蔽，走向艺术自身的存在，设计的本性才得以显现。同时，与设计艺术相关联、被遮蔽的世界，也才能得到敞开。     

特雷西的诠释学科学观评析

科学主义把科学视为纯粹客观的，特雷西则认为科学具有无可置疑的诠释性，这种诠释是通过语言途径来达到的，特雷西以科学具有诠释学性质来批判传统的客观主义科学观，自有其积极的意义，然而，对科学的诠释性理解不能也不应彻底否定科学的客观性。     

Schoolbag as a Mirror: The Transformation of Chinese Children’s Schooling Experiences in Songs over the Past 70 Years

The practice of integrating songs into educational research is seen as an emerging phenomenon, focusing on students’ existential situation from the perspective of culture. This paper explores the connections between the songs selected and children’s life experiences in different periods between the 1950s and the present. There exist numerous songs involving the theme of schoolbags over the past 70 years. In 14 typical popular songs, the cultural implications of schoolbags roughly fall into four categories, namely political, emotional, playful, and visionary, each respectively reflecting different degrees of weight captured by the song originators. Accompanied by the diversity of musical rhythms and melodies, the musical images of schoolbags may vary in terms of phenomenology and schooling culture. The nature of schoolbags in songs keeps changing, closely related to the micro-political experiences of the singers. Therefore, as a teaching resource outside the classroom, popular songs exert a greater influence on students’ spiritual cultivation than formal knowledge.     

试析现象学视野中的回归儿童生活世界

现象学的生活世界是一个在人的主观领域不断构造的世界,是包含一切特殊形式的总和。普遍的具有一般性的生活世界应是由成人的世界与儿童的世界交织构成的。走出成人化的科学理性世界向儿童现实生活永恒世界回归,让儿童真正拥有属于自己的世界,才能最终实现课程与教学的真正价值。     

Being-in-the-World and the Horizons of Learning: Heidegger, Wittgenstein, and Cognition

The work of Heidegger and Wittgenstein still influences research and development in such areas as sociology of science, cognitive science, and design of computer-based work environments. The purpose of this article is to show how the writings of Heidegger and Wittgenstein can be used to: (a) throw new light on studies of real-time learning in school science, (b) understand the situated nature of cognition during science activities, and (c) inform the design of new learning environments. Two case studies are used to illustrate the fruitfulness of such an approach.     

All the Nines: Creativity in English Curricula in England in 1919, 1989 and 2019 as a Reflection of Britain’s Place in Europe

ABSTRACT

Just after the First World War the English Association published The Teaching of English in Schools. It argues that developing children’s ‘creative spirit’ is fundamental to maintaining peace in Europe. Seventy years later, the first National Curriculum promotes a creative, unitary English appropriate for ‘a European context’.

In contrast, today’s national curriculum contains no reference to the role of English in international relations; simultaneously, all references to creativity have disappeared.

As Britain struggles to cope with the fallout from Brexit, this paper – written from a hermeneutic perspective – discusses the correlation between how each of the three documents positions English in an international context and how they value creativity. Without wishing to over–simplify complex issues, it questions how to what extent a curriculum might echo or shape national politics. It calls for a new curriculum that embraces a creative, internationalist view of English to inspire communities of the future.     

论现象学视野下的西方心理学

现象学作为西方心理学中的两大方法论之一,对西方心理学的发展产生了不可忽视的影响。现象学的突出特点是寓现象学于方法之中,强调本质先于存在,具体表现在:重视意识的研究、强调意向性、面向事物本身、强调现象学的思想态度等方面,因此,现象学的这些特点为人文主义心理学家以非自然科学模式塑造心理学奠定了重要的哲学基础。作为一种方法论,现象学所遵循的以意识经验为研究对象、如实描述、问题中心、整体性、先质后量、非还原论等原则开创了西方心理学中人文主义取向的研究方法。纵观整个西方心理学的发展,现象学对心理学的影响是广泛而持久的,它不仅推动和促进了西方心理学方法论上的几次变革,为意动心理学、格式塔心理学以及人本主义心理学的发展作出了突出贡献,而且它也正在影响和推动着超个人心理学、认知心理学以及后现代心理学的发展,并将为未来西方心理学的持续发展提供重要的方法论指导。     

Inclusive arts education in two Scandinavian primary schools: a phenomenological case study

Previous studies indicate that ideas related to special education could influence the way arts education is performed and motivated in schools. Further investigation is therefore required in order to raise awareness of how perspectives on inclusion can serve as a starting point for arts education, and vice versa. This article takes it starting point in an ethnographic double case study of arts education practices. Data were collected during the school year 2013/2014 in two Scandinavian schools (for pupils aged 6–13) with an articulated commitment to the arts. The methods used for data collection were observation and interviews. The material was analysed from a phenomenological point of view, and the analysis showed a predominantly holistic view of inclusion in the two schools. Five dimensions of inclusion were identified through the analysis: providing arts education for all, being connected to something larger, allowing access to different forms of expression and communication, establishing preconditions for holistic inclusion, and developing special arts education. The results indicate that these schools have made considerable progress in developing an inclusive arts learning environment. Results also suggest that a holistic inclusive view of education encourages a functional and vivid arts education for ‘all’, both inside and outside the classroom.