Phenomenology and Practice最新文献

{"title":"Differentiating Scholarly Generations: On Hitler’s child soldiers, 60’s Revolutionaries and Forgotten Connections","authors":"A. Assmann","doi":"10.29173/PANDPR23420","DOIUrl":"https://doi.org/10.29173/PANDPR23420","url":null,"abstract":"In December 1986,i three years after the appearance of Forgotten Connections – with a second German printing and a Dutch translation already out – its 57-year old author, Klaus Mollenhauer, sat down with Theodore Schulze and a handful of selected colleagues in Tubingen. They had gathered for a colloquium, an inter-generational conversation, in order to capture their perspectives in an edited collection (Kaufmann/Lutgert/Schulze/Schweitzer, 1991). These circumstances granted the gathering a particular atmosphere of openness, even intimacy. Initially Mollenhauer and Schulze held an open conversation on the former’s biography, followed by a discussion on salient points brought up by the rest of the group. Whether all of the participants named in the collection were actually present at this conversation is uncertain. But, by simply looking at a listing of the participants at the Tubingen colloquium in, an interesting image emerges of direct interactions between representatives of different \"generational locations\", to reference Karl Mannheim (1928). A study of the dynamics of these discussions – my principle task in this short essay— makes it clear how those present articulate quite different life courses, based on their varying birth years. To borrow two further ideas from Mannheim, they give expression to particular \"generational context,\" showing the formation of their own \"generational unity\".(Mannheim, 1928, p. 541) The younger, in this case, those who were later called \"68er’s,\" clearly differentiated themselves from those slightly older, the 45-er’s; those who had been forced in their childhood or youth to serve as Hitler’s “child soldiers,” or more specifically, as “air-defense helpers” (hereafter Flakhelferii) in the desperate final days of the war. I would like to show how Klaus Mollenhauer (born in 1928) articulated his own generational location or position in his dialogue with Schulze, while those present whom identified with the events of 1968 used the same discussion to delimit their own generational location. Forgotten Connections plays, at first glance, only a very marginal role. However, the positions of the participants become increasingly significant, particularly, the younger generation’s identification with a disciplinary paradigm developed from the critical theory of the Frankfurt School. This was the condition of the possibility of the coalescence of an entire generation of educational scholars. Or, in other words: The disciplinary formation and identity of education, its very existence as a field, was seen as dependent on its relationship to critical theory.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124074896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mollenhauer’s hermeneutics: Tempting and Risky","authors":"B. Levering","doi":"10.29173/PANDPR23430","DOIUrl":"https://doi.org/10.29173/PANDPR23430","url":null,"abstract":"When I re-read my own review of Mollenhauer’s 1983 book Vergessene Zusammenhange (Levering 1987), written on the occasion of the publication of the Dutch translation of the book in 1986, it was quite clear what fascinated me most at the time. It was his new approach, his use of products of art that resulted in a new view of the history of education in Europe. Neither the pictures nor the literary quotes were new; the clarifying effects of these devices had been previously discovered. But, they had been used as illustrations; as commentary to material that finds its conceptualization in different sources. In this new book, Mollenhauer did not illustrate – he used the products of art as sources of research as such. In my view, it was not Mollenhauer’s main enterprise to find out how it really has been in the past. His main enterprise was to try and find up-to-date answers to old pedagogical questions, by taking detours via the past. In Forgotten Connections he is quite brief about his new methodology but three years later in 1986 in his collection of essays Umwege. Uber Bildung, Kunst und Interaktion (Detours. On Education, Art and Interaction) he delivers several elaborations. The full meaning of Mollenhauer’s ‘detour approach’ is shown in the last chapter of Forgotten Connections where he tries to find a solution of a new pedagogical problem: the problem of identity. Up till the eighties of the twentieth century ‘identity’ had not been recognized as a pedagogical theme, but the postmodern disorder made the quest for identity an urgent question with serious pedagogical consequences. Mollenhauer, confronted with the problems with identity, simply diagnoses the problems as too difficult to solve them as such, decides to take a dive into history to see if that can shed light on the problem. Let us take a look at his use of paintings in that fifth and concluding chapter of Forgotten Connections entitled Difficulties with identity .","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"47 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124973894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Remembering forgotten connections: Klaus Mollenhauer’s opening to theorising education differently","authors":"G. Biesta","doi":"10.29173/PANDPR23419","DOIUrl":"https://doi.org/10.29173/PANDPR23419","url":null,"abstract":"I was recently involved in an exchange on Twitter about the use of notions such as ‘subjectivity,’ ‘subjectification,’ and ‘subject-ness’ in my work (e","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124411544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mollenhauer and the pedagogical relation: A general pedagogic from the margins","authors":"Tone Saevi","doi":"10.29173/PANDPR23421","DOIUrl":"https://doi.org/10.29173/PANDPR23421","url":null,"abstract":"My interest in Forgotten Connections: On Culture and Upbringing, was evoked in the early 90’s when I as a graduate student read my supervisor, Stein Wivestad’s, preliminary Norwegian translation of the first chapters. Some years later, as a teacher of undergraduate students in pedagogic I introduced Klaus Mollenhauer’s almost impenetrably complex thoughts and questions through the indirect intermediary of feature film and fictional literature. Over the years, it became more and more obvious to me, and made sense constantly in new ways, that the experiential material film and fictional stories – indeed as Mollenhauer suggested, were not simply a means to illustrate compelling but hard-to-get-at reflections, concepts and theoretical considerations. On the contrary, the experiential examples presented and represented “real” and perceptible human life, where every pedagogical question has its source and purpose. Then, twelve years ago, when I was taught hermeneutic phenomenology by Max van Manen, and I gradually found ways to amalgamate to pedagogic a methodical phenomenological reduction and the vocative writing style of this approach, I discovered anew what I understood as Mollenhauer’s pedagogical vision. I understood that his rich historical experiential material – autobiographical excerpts, childhood memories, teachers’ examples, paintings and woodcuts – what he called the elementary material for pedagogical insight, indeed possessed qualities potentially open to phenomenological exploration. Phenomenology, as interpreted by van Manen and pedagogic as interpreted by Mollenhauer met in their shared focus on the lived experience of the encounter between the older and the newer generation. This is how Mollenhauer says it:","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"43 182","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120843285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Forgotten Romantic and Enlightenment Connections: A personal approach to Mollenhauer’s seminal works","authors":"S. Hopmann","doi":"10.29173/PANDPR23422","DOIUrl":"https://doi.org/10.29173/PANDPR23422","url":null,"abstract":"There are many ways to situate Enlightenment and Romantic traditions in Continental educational history, not the least in German-speaking countries. Moreover, between the histories of Enlightenment and Romanticism, we have to add a third strand, which is normally considered as the “Classical” period of educational theorizing, connected to names like Humboldt, Herbart, Schleiermacher and sometimes Hegel (cf. for example, Klafki 1986). They are credited for having shaped the specific German tradition of “Bildungstheorie”, a concept hardly possible to translate into English. Klaus Mollenhauer’s works have been linked to all of them, depending on where one sees the key ingredients of his approach. I will not try to present a historical account of this background, but rather move on to a very personal approach to this issue’s meaning for me in my educational biography. The very first book by Mollenhauer that I read was a small volume of collected essays, which was published in 1968, and titled Education and Emancipation. I was 16 or 17 then, a member of the State Student Board and later, its President. I had already had my fair share of Marxism and critical theory before by chance bumping into Mollenhauer’s book. I bought it because of the title. I was desperately looking for theories that could tell us in the student movement how to shape education and schooling in a way that fostered the emancipation of the disadvantaged in society. The big theories were good at explaining why we were where we were, but they were unable to point to ways of how to bring about change. It is obvious in my copy of the book I stopped reading it closely after the introduction and the first chapter. Somehow, I must have been disappointed. Of course, the book carried the familiar references to critical theory from Adorno to Habermas, but it was definitely not a part of that movement. “Reason”, the concept that Adorno and Horkheimer (1968) had so thoroughly deconstructed in their book on the dialectics of enlightenment, still seemed to play a prominent role in Mollenhauer’s thinking. Moreover, he used concepts like “functionality”, rather more typical for post-Parsonian thinking than for critical theory. Finally, this was mixed with elements of the “geisteswissenschaftliche Padagogik”, which was considered stone dead at that time. Looking back, I would say that I did not trust any rational re-conceptualizing of enlightenment, which seemed to be at the core of the book, as an answer to the social struggles of the time. I was not able to understand and systematize all these relations then. But I simply felt that there was no clear answer in the book on how to emancipate the children of the working class – and no less was my final goal as student representative back then.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125296559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mollenhauer & Forgotten Connections: An Intellectual/Biographical Sketch","authors":"N. Friesen","doi":"10.29173/PANDPR23418","DOIUrl":"https://doi.org/10.29173/PANDPR23418","url":null,"abstract":"","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122486473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Being Online” Special Issue - Editors’ Introduction","authors":"N. Friesen, Stacey O. Irwin","doi":"10.29173/PANDPR22141","DOIUrl":"https://doi.org/10.29173/PANDPR22141","url":null,"abstract":"","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115642377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Telepresence and Tele-absence: A Phenomenology of the (In)visible Alien Online","authors":"N. Friesen","doi":"10.29173/PANDPR22143","DOIUrl":"https://doi.org/10.29173/PANDPR22143","url":null,"abstract":"Proliferating media forms, from tablets to Twitter, are changing communicative practice, delimiting new experiential horizons, and thus providing phenomenological research with novel variations on the experience of self and other. Videoconferencing via Skype or FaceTime offers prominent examples of these changing forms. Despite the use of these communication technologies in both educational contexts and everyday life, educational videoconferencing has been described in the research literature as “a hidden mode of delivery, employing invisible pedagogical techniques.”  In this study I address this situation of simultaneous familiarity, invisibility and uncertainty by focusing particularly on the lived experience of space, the body and eye contact in videoconferencing contexts. This study suggests that the disruption of spatial coherence and power of gaze and mutual gaze are all but unavoidable features of this experience. It concludes by emphasizing the importance forms or expressions of absence , such as the diminution of eye contact, or the importance of not always being perceived as performing or “on” in videoconferencing contexts.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132097641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology help seeking and help giving in an intercultural community of student life","authors":"Derek Tannis","doi":"10.29173/PANDPR20967","DOIUrl":"https://doi.org/10.29173/PANDPR20967","url":null,"abstract":"This paper presents a particular aspect of ‘being online’: the embodied, lived experience of interacting with digital devices and computer screens, involving seeking and giving help to learn and teach skills and abilities that are often taken for granted in our “wired world”.  The article includes analysis and reflection on a phenomenological study involving international students who arrived at their Canadian post-secondary institutions with limited or no background using computers and the Internet.    This exploration leads to an enriched perspective on technology support and training.   Meaningful, hands-on, task-oriented support is revealed as an ethical inter-subjective lived relation, experienced as reciprocity in an intercultural community of student life.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121849272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Will I ever connect with the students?” Online Teaching and the Pedagogy of Care","authors":"Catherine Adams, E. Rose","doi":"10.7939/R3CJ8803K","DOIUrl":"https://doi.org/10.7939/R3CJ8803K","url":null,"abstract":"Since Noddings (1984/2003) first made a case for acknowledging care as a core element and value in pedagogical relationships, research on care in classrooms has flourished. While research confirms the importance of a supportive environment for the success of the online student, we know little about how online instructors’ experience care—for their students and for themselves.  This paper offers a phenomenological exploration of care as it is experienced in online postsecondary instructors’ interactions and relations with their students.","PeriodicalId":217543,"journal":{"name":"Phenomenology and Practice","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114930106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}