Purposes of School -- A Phenomenological Analysis via Hegel, Langeveld and Fink

Autor/in	Brinkmann, Malte
Titel	Purposes of School -- A Phenomenological Analysis via Hegel, Langeveld and Fink
Quelle	In: Journal of Curriculum Studies, 53 (2021) 3, S.255-269 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brinkmann, Malte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1855255
Schlagwörter	Role of Education; Educational Philosophy; Educational Theories; Democracy; Phenomenology; Educational Practices; Time Factors (Learning); Classroom Environment; Cooperative Learning; Problem Solving + Suchen Sie Ihr Suchwort? Bildungsauftrag; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Demokratie; Phenomenological psychology; Phänomenologie; Psychologie; Bildungspraxis; Klassenklima; Unterrichtsklima; Kooperatives Lernen; Problemlösen
Abstract	Following the continental tradition of phenomenological pedagogy, this paper focuses on the lived time and space of school -- and on contexts in which school is understood as a democratic community. It does so by comparing and contrasting related works of G.W.F. Hegel (1770-1831), Martinus Langeveld (1905-1989) and Eugen Fink (1905-1975). It shows how, within the school, social questions and problems are transformed into pedagogical ones, allowing pedagogical action to become socially productive. In so doing, it articulates a systematic approach to the general question of purposes of the school as a distinctive social institution with its own logic of teaching and learning. First, it is shown via Hegel that in school a pedagogical practice is taking place in an institutionalised and artificial manner which is opposed to other social spheres, institutions and practices. With Langeveld the logic of pedagogical action is worked out, in which extrinsic questions and problems are implemented in a temporal, spatial and social pedagogical order. Fink locates school in a dynamic and scientific-technical (post-)modern and (post-)democratic society. In this context he sees the action and communication occurring in school as able to add to the production of meaning and experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01