Learning Science in an Era of Globalization: A Phenomenology of the Foreign/Strange

Autor/inn/en	Hwang, SungWon; Roth, Wolff-Michael
Titel	Learning Science in an Era of Globalization: A Phenomenology of the Foreign/Strange
Quelle	In: Cultural Studies of Science Education, 3 (2008) 4, S.937-958 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-008-9115-z
Schlagwörter	Global Approach; Physics; Foreign Countries; Phenomenology; Empathy; Undergraduate Study; Ethnography; Social Isolation; Cultural Differences; Sociocultural Patterns; Science Instruction; Science Education; Social Theories; Educational Philosophy; Educational Environment; Foreign Culture; Intercultural Communication; Foreign Students; Canada + Suchen Sie Ihr Suchwort? Globales Denken; Physik; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Empathie; Grundstudium; Ethnografie; Soziale Isolation; Kultureller Unterschied; Soziokulturelle Theorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Gesellschaftstheorie; Bildungsphilosophie; Erziehungsphilosophie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fremdes; Interkulturelle Kommunikation; Kanada
Abstract	In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter with the (radically) foreign/strange--as this occurs as part of migration and even as part of the encounter of a learner with the unknown content that science lessons are to impart--from the perspective of the experiencing person and the experience. We take an approach to the question of the foreign/strange that is grounded in philosophies of difference, which have emerged in continental Europe, and which make use of advances in phenomenology, dialectics, and materialism. We draw on ethnographic work in one undergraduate physics course at a Canadian university, where we followed in particular one female Japanese student, who had come to this country for the purpose of getting a degree. As an entry point and as source of empirical materials, we draw on our own auto/ethnographic experience that brings particular advantages to ally pathos to the experience of the foreign/strange, something is happening to (affecting) us that is beyond all experience, understanding, and anticipation. We articulate three phenomenological aspects that pathos (empathy) allows us to understand concerning the experience of the foreign/strange and then provide an exemplary and exemplifying analysis. [Abstract is presented in both English and Korean.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10