Emphasising an Embodied Phenomenological Sense of the Self and the Social in Education

Autor/inn/en	Thorburn, Malcolm; Stolz, Steven A.
Titel	Emphasising an Embodied Phenomenological Sense of the Self and the Social in Education
Quelle	In: British Journal of Educational Studies, 69 (2021) 3, S.365-380 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thorburn, Malcolm) ORCID (Stolz, Steven A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2020.1796923
Schlagwörter	Phenomenology; Self Concept; Human Body; Educational Philosophy; Interpersonal Relationship; Educational Objectives; Experience; Sociology; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Selbstkonzept; Menschlicher Körper; Bildungsphilosophie; Erziehungsphilosophie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Educational objective; Bildungsziel; Erziehungsziel; Erfahrung; Soziologie
Abstract	This paper reviews the theoretical underpinnings of phenomenology-related writings which support claims that the self and the social (the 'I' and the 'We') can plausibly be integrated and nurtured together in education. We begin by analysing contemporary theorising which suggests that reviewing foundational phenomenologists, particularly Husserl and Merleau-Ponty, can lead to greater clarity in understanding and appreciating the intersubjective sense of the self and the social. This perspective is aided by reviewing the reciprocal connections which take place during human action, situational structuring, and reality construction. Building on this review we consider some of the ontological possibilities for a self and social phenomenology to become more central to educational aims. In doing so, we raise rather than unpack in exhaustive detail associated methodological matters in light of their educational implications. If successfully enacted, we perceive considerable benefits for students in being able to directly attend to the properties of their experiences, especially in contexts where new habits are formed and where opportunities arise for self and shared experiences to be reviewed and reflected on by all involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01