Embodied Experience in Educational Practice and Research

Autor/in	Bengtsson, Jan
Titel	Embodied Experience in Educational Practice and Research
Quelle	In: Studies in Philosophy and Education, 32 (2013) 1, S.39-53 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-012-9328-1
Schlagwörter	Educational Research; Educational Practices; Experience; Theories; Educational Philosophy + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Erfahrung; Theory; Theorie; Bildungsphilosophie; Erziehungsphilosophie
Abstract	The intention of this article is to make an educational analysis of Merleau-Ponty's theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty's analysis and criticism of empiricist and neokantian theories of experience. This will be followed up by an introduction of some central concepts in Merleau-Ponty's own understanding of experience with emphasis on their relevance for educational analysis. This way of presenting the theory of embodied experience has the advantage of being able to indicate the difference it makes in the field of theories of experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10