共查询到20条相似文献，搜索用时 15 毫秒
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刘寒春 《内江师范学院学报》2011,26(11):21-24
现象学方法对海德格尔原创性思想的生发起到了决定性的作用,对他而言,现象学首先而且主要是一种方法。海德格尔的现象学主要形成于其早期弗赖堡和马堡讲座以及《存在与时间》三个阶段,他依次提出了形式显示的现象学、事实生活的解释学现象学以及现象学的还原、解构和建构等重要思想,这对现象学运动和当代解释学的发展影响深远。 相似文献
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在当代诠释学领域中,各种诠释学理论相互冲突,方法论与存在论之间的冲突就是其中之一。利科立足西方哲学传统,通过现象学、语义学与反思环节,对诠释学方法论与存在论之间的关系做出了公断,解答了解释的冲突。 相似文献
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Dimitri Ginev 《Educational Philosophy and Theory》2013,45(5):584-597
The main argument of this article is that science teaching based on a pedagogy of questions is to be modeled on a hermeneutic conception of scientific research as a process of the constitution of texts. This process is spelled out in terms of hermeneutic phenomenology. A text constituted by scientific practices is at once united by a hermeneutic fore-structure and scattered in a diversity of spaces of representation. The educational questioning that should reveal the interpretative aspects of the textualization of scientific research consists of four groups of issues. The ultimate aim of this kind of science teaching is the education of ‘internal critics of science' who are able to make explicit hidden possibilities of doing research. 相似文献
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Tony Brown 《Educational Studies in Mathematics》1994,27(1):79-100
The radical constructivist assertion that the student constructs his or her own knowledge as opposed to receiving it ready made echoes the classical debate as to whether the human subject constitutes the world or is constituted by it. This paper shows how the philosophical traditions of post-structuralism and hermeneutic phenomenology offer approaches to effacing this dichotomy and how this forces a re-assertion of the teacher's role in the student's constructing of mathematical knowledge. It is also shown how hermeneutic phenomenology provides an opportunity to ground constructivist mathematical thinking in the material qualities of the world. 相似文献
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Tony Brown 《Educational Studies in Mathematics》1996,31(1-2):115-150
This paper describes the mathematics classroom from the perspective of social phenomenology. Here the classroom is seen as an environment of signs, comprising things and people, which impinge on the reality of the individual child. The paper introduces a framework through which mathematical work is seen as taking place in the imagined world through the filter of the world in immediate perception. This provides an approach to structuring evolving mathematical understanding. It is suggested that mathematical ideas are contained and shaped by the child's personal phenomenology, which evolves through time. Further, I argue these ideas are never encountered directly but rather are met through a circular hermeneutic process of reconciling expectation with experience. 相似文献
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经验、体验与公共教育学——现象学视野中的高师公共教育学教学改革 总被引：2，自引：0，他引：2
高师公共教育学课程的实践性质决定了它不能给师范生一个分析逻辑的知识体系,而是通过教师的经验、学生的体验展示给师范生一个生动的教育生活世界。公共教育学课堂就是帮助师范生叩问教育的意义,寻求对教育意义的整体理解。从现象学和解释学的视角重新建构高师的公共教育学课程,有助于培养师范生的教育学意向。 相似文献
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Ryan M. Cook Rachel Crabtree Corrine R. Sackett Andrea Baylin Jyotsana Sharma 《Counselor Education & Supervision》2023,62(1):64-79
We examined doctoral students’ experiences of nondisclosure with their dissertation chairs. Using a hermeneutic phenomenology design, we analyzed two individual interviews of 10 doctoral students. We identified the following three themes: (a) the professional dynamics in the relationship, (b) the interpersonal and cultural dynamics in the relationship, and (c) prioritization of completing the dissertation. Implications for doctoral students and dissertation chairs are discussed. 相似文献
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李士军 《洛阳师范学院学报》2012,31(7):39-42
一种理论学说的出现,在其背后往往有一定的哲学基础,接受美学理论自然也有其深厚的哲学基础。对接受美学产生重要影响的两种哲学理论,一个是当代解释学,一个是现象学美学。对接受美学哲学意蕴的探源,一方面有助于我们更好地领会接受美学的精义,另一方面也有助于对流派林立的当代西方美学做出深刻剖析。 相似文献
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学记的智慧——为师之道 总被引：1，自引：0，他引：1
丁晓蔚 《教学研究(河北)》2007,30(2):122-125
《学记》是一篇概括和总结我国先秦时期教育思想和教育实践的专著,其中蕴含的智慧,时至今日仍具有现实指导意义。尤其关于为师之道的前提、教学原则和策略、师生关系的论述,对今天理解和实践为师之道有许多重要的启发意义,甚至与现象学、解释学哲学思想以及一些现代课程与教学论有异曲同工之妙。 相似文献
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Charlene Du Toit-Brits 《Africa Education Review》2016,13(1):37-50
This investigation was conceived of as fundamentally interpretative and designed within the framework of hermeneutic phenomenology as it focuses particularly on the world as it is lived and experienced by Batswana Advanced Certificate in Education (ACE) students in order to determine the views of these students regarding their willingness to use Information Communication Technology (ICT) in Distance Education (DE). For this article, the researcher also undertook an interpretivistic hermeneutic analysis of Social Capital Theory in order to identify directions and norms which could serve as benchmarks to establish whether DE at the North-West University (NWU) could contribute to the structure of social capital. When implementing technology in DE, a sense of community should be created within which Batswana DE ACE students can function in a social structure and where a sense of social cohesion and interconnectedness prevails, as well as a sense of belonging Technology (whiteboards etc.) in DE should consequently be implemented according to the needs and skills of these students. 相似文献
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Catherine A. Adams Terrie Lynn Thompson 《International journal of qualitative studies in education》2013,26(6):733-750
This article argues the importance of including significant technologies‐in‐use as key qualitative research participants when studying today’s digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in ‘interviewing’ technologies‐in‐use (or other relevant objects), drawing on concrete examples from our own qualitative research projects. Our discussion is informed by Actor‐Network Theory and hermeneutic phenomenology, as well as by the literatures of techno‐science, media ecology, and the philosophy of technology. 相似文献
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文本通过现象描述分析的方式,探究了孩子们日常生活中表扬体验的意义特征。分析认为,表扬是孩子们渴望的体验。渴望表扬与他们渴望被看见(存在)、被肯定(认可)、被重视(地位)、被关爱(亲密)等自我体验及人际体验直接联系在一起。理解表扬体验的这些面相,有助于我们把握表扬的本质特征,有助于提升我们的教育实践智慧。 相似文献
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王均江 《华中科技大学学报(社会科学版)》2007,21(5):88-93
从海德格尔解释学现象学的角度,分析西方美学史上关于艺术与真理关系的三个著名命题,即柏拉图的"艺术是真理的影子的影子",尼采的"艺术比真理更有价值",以及海德格尔的"艺术是真理的源泉"。在这种艺术观与真理观的比较中,可以更好地理解作为"历史性此在"的人类自身、人与世界的关系以及我们这个时代的生存状况等一系列至关重要的问题。 相似文献
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王良辉 《现代远程教育研究》2012,(4):15-20
信息技术在教育中的应用弥漫着一种盲目乐观的情绪,缺乏对其应用方式与限度的理性分析。以当前技术哲学主流的技术现象学,特别是美国著名技术哲学家伊德的“人一技术”关系现象学作为分析框架,来理性分析教育中的信息技术应用是必要的。技术现象学中最基础的问题就是人与技术的关系问题。伊德指出人与技术存在4种关系,即具身关系、解释关系、它异关系与背景关系,这4种关系形成了“人一技术”关系的连续统,具有较好的理论自洽性与普适性。用这一框架来分析信息技术在教育中的应用,则分别对应于教育传播技术、教育数据挖掘、教育游戏技术和默会教学法。作为“双刃剑”的另一面,信息技术在教育中的应用限度应重点考虑技术对人的知觉的片面转化、人工智能的局限和技术的文化适应问题。 相似文献
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Howard Worsley 《British Journal of Religious Education》2006,28(3):249-259
In a western educational context that evidences a decrease in the use of the Bible, this research uses qualitative data to offer insights into how children encounter the creation narratives of Genesis I–III. In order to comment on the meaning‐making interpretative process that children employ at different key stages of development, the insights of hermeneutic phenomenology and of developmental psychology are used. At each of the British educational Key Stages 2, 3 and 4, children's perspectives are given, alongside a hermeneutical commentary. 相似文献
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张之沧 《淮阴师范学院学报(哲学社会科学版)》2005,27(3):301-306,311,419
理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。 相似文献
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The purpose of this paper is to clarify the philosophical and methodological variations of phenomenological research methods and their role in the field of educational communication and technology (ECT). Phenomenology is a qualitative research methodology concerned with investigating phenomena as they manifest through lived-experiences. The unit of analysis resides in the intentional meanings of phenomena. Analysis of those intentionalities, however, has evolved over the past century; phenomenologists have viewed intentionality as something that is: described (transcendental phenomenology), interpreted (hermeneutic phenomenology), or resists centering and embraces contexts, situations, and the partial (post-intentional phenomenology) (Vagle 2014, 2018). To conduct phenomenological research, then, one must be able to articulate the specific philosophical underpinnings associated with each approach and the suitability of each approach. To support researchers and practitioners in the field, this paper explicates philosophical and methodological variations of more prominent phenomenological research approaches as well as related issues and affordances. In doing so, this paper offers scholars in the field various perspectives in which to ground future phenomenological research. 相似文献