I would like to share with you this talk on practicing the practice, that I held recently at Nord University in Bodø, Norway.
Karl Bartos from the band Kraftwerk just posted the essay It’s More Fun To Compute? Karl Bartos zur Dialektik von Digitalisierung und Kreativität am Beispiel der Band „Kraftwerk“ on his website!
I would like to draw your attention to the 5th International Symposium on Phenomenological Research in Education at Humboldt-University, Berlin:
“Feeling – Emotion – Mood. Phenomenological and pedagogical perspectives”
The symposium takes place from 1st – 3rd April 2019 at the Humboldt-University of Berlin.
I am pleased to present the program for our 5th International Symposium on Phenomenological Research in Education in Berlin. From now on it is also possible to register for the symposium. The registration form can be found on our website. Please note that all speeches and discussions will be held in English.
I am looking forward to interesting speeches and discussions.
I learned astonishing things about the international spread of phenomenological pedagogy on a recent research trip to Beijing (China). I was invited to give a keynote at the 4. International Phenomenology and Pedagogy Conference “Circumstance of Phenomenology and Pedagogy: Self-consciousness and Reflection” at the Capital Normal University (CNU). For more than 20 years, there has not only been a strong phenomenological tradition but also an International Research Center for Phenomenological Pedagogy and Teacher Development.
The center was founded in 2001 by Professor Hong Ning in close cooperation with Max van Manen. Besides Hong Ning, Professor Cai Chun and Professor Zhu Xiaohong are currently the directors of the center. In Beijing, there is a very interested group of lecturers and students. A number of phenomenologically oriented Masters and PhD theses have already been written. They deal with foundational-theoretical and methodological questions of education. In addition, the curriculum of teacher training in all subjects is phenomenologically oriented. It also includes impressive textbooks of phenomenological descriptions of teaching experiences with a focus on the pupils. Several Chinese colleagues will attend to our 5th International Symposium on Phenomenological Research in Berlin. I am looking forward to a productive exchange!
Please see the recently published article in the Springer International Handbooks of Education (ed. P. Smeyers).
This article provides a historical and thematic overview of the most important contributions to phenomenology in German and English-language educational studies. In this context, phenomenology is important both as a theoretical tradition and a research method, in both cases directing attention to the experiential, relational and intersubjective dimensions of pedagogy, teaching and learning. In Germany, phenomenology as a method and as a philosophy has aimed at redefining traditional theories of education and Bildung (personal formation) in terms both empirical and theoretical. In the English-speaking world, phenomenology has been used primarily as a methodological approach to illuminate lived experience particularly in the caring professions including education; it has also occasionally provided possibilities for articulating theories of teaching and learning in close relation with concrete practice.
Phenomenological approaches and approaches of Gestalt psychology have long focussed materiality within teaching and learning with and from children. Ch. Bühler states in heris phenomenological-psychoanalytic study on the development of children: “The prompting character generates the object altogether, since the child sets direction since it sets direction” (Bühler 1967). The football, rolling across the street, the stairs challegingprompting us to be climbed, the crumb tempting us to be picked up, the building block inviting us to play. The prompting and challeging character of things and the intentions of the person acting are related to each other in “complicity” (Meyer-Drawe). Claus Stieve shows in his older, highly readable study that things not only bear a prompting character but a “demanding” character as well:
“Like putting on a slipper or the now unfamiliar winding up of clockwork, many things demand a necessary, appropriate conduct, be it a corkscrew, the mobile phone, the car, the washing machine, the shirt with its buttons or the bottle for the infant” (ibid. p. 176).
The demanding character of things shows that their significance to us only reveals itself in the context of the concrete situation. As part of the Gestalt-like context they point to something beyond themselves as well.
See the following site for an interview with the author and a reference to his study (in German):