Santalka Filosofija Komunikacija最新文献_第8页

Therapeutic Potential of Transcendental Inquiry in the Husserlian Philosophy 胡塞尔哲学中先验探究的治疗潜力

Santalka Filosofija Komunikacija Pub Date : 2010-09-15 DOI: 10.3846/COACTIVITY.2010.29

W. Płotka

{"title":"Therapeutic Potential of Transcendental Inquiry in the Husserlian Philosophy","authors":"W. Płotka","doi":"10.3846/COACTIVITY.2010.29","DOIUrl":"https://doi.org/10.3846/COACTIVITY.2010.29","url":null,"abstract":"The main purpose of the article is to reconstruct a therapeutic potential of phenomenology, in particular, within Edmund Husserl’s and Eugen Fink’s program of transcendental inquiry about time. However, the Project of objective claims of phenomenology, which is presented in the Logical Investigations seems to exclude all therapeutic approach. Rather, the program postulates the striving for abstract “truths in themselves,” also it ignores the surrounding world, as well as intersubjectivity, and finally leads to the solitary life of a phenomenologist. How then is the therapeutic potential of phenomenology possible? The case of questioning plays the crucial role in the context of objective science. According to Husserl, each science which does not allow to ask “the most burning questions” is naļve, and therefore it limits the therapeutic potential. While focusing on propositions, objective phenomenology excludes all questions, indeed. In contrast to such a view, transcendental phenomenology allows to ask over and over again, and by doing so, it introduces the world, as well as intersubjectivity as horizons of phenomenological inquiry. Concluding, Husserl’s collaboration with Fink presents such a communal effort into questioning about time. Therefore, “therapeutic potential” of phenomenology means precisely the methodological movement of the possibility for communal formulation of transcendental investigation.","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"66 1","pages":"81-91"},"PeriodicalIF":0.0,"publicationDate":"2010-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86633872","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}

引用次数: 3

DAS "PERFORMATIVE SPIEL" ALS EIN DIDAKTISCHER WEG "ZU DEN SACHEN SELBST" "编剧"就好像自己在扯自己的东西

Santalka Filosofija Komunikacija Pub Date : 2010-09-15 DOI: 10.3846/COACTIVITY.2010.25

A. Kraus

引用次数: 0

On Knowledge of Learning. A Phenomenological Sketch 论学习的知识。现象学概论

Santalka Filosofija Komunikacija Pub Date : 2010-09-15 DOI: 10.3846/COACTIVITY.2010.22

Käte Meyer-Drawe

{"title":"On Knowledge of Learning. A Phenomenological Sketch","authors":"Käte Meyer-Drawe","doi":"10.3846/COACTIVITY.2010.22","DOIUrl":"https://doi.org/10.3846/COACTIVITY.2010.22","url":null,"abstract":"He word “learning” has the endless meanings. The learning occurs not only from knowledge but also as knowledge. Learning in this sense depends not only on our initiative. We cannot just resolve to learn. The whole reliable order can reach deadlock.. The old reliable knowledge and ability mismatchwhile we do not yet have any new possibility. Learning in this sense means a kind of “awakening”, in statu nascendi as the response to a challenge. Thus the condition of learning is sensitiveness to the other or to something, while it is possible via agreement that is not always disposed to us because of our peculiar attitudes. We always think more than we can express. Inevitably, we can do more than we anticipate. Only after the other takes this surplus the knowledge and the ability correspond to reality before they are realized. In learning we are met by another, to which we answer as to something.. This Something is always outstripping the meanings and aspirations. That is why this learning in true sense begins not in us. The destiny of every experience concerning us depends on this, while we cannot anticipate it exactly. Thus, the sense of in statu nascendi corresponds to the saying modo praeterito .","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"23 1","pages":"6-17"},"PeriodicalIF":0.0,"publicationDate":"2010-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76410438","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}

引用次数: 20

Education of Coexistence as Technē Tou Biou 作为技术的共存教育

Santalka Filosofija Komunikacija Pub Date : 2010-09-15 DOI: 10.3846/COACTIVITY.2010.24

T. Kačerauskas

{"title":"Education of Coexistence as Technē Tou Biou","authors":"T. Kačerauskas","doi":"10.3846/COACTIVITY.2010.24","DOIUrl":"https://doi.org/10.3846/COACTIVITY.2010.24","url":null,"abstract":"The article deals with education of coexistence as training of life art ( technē tou biou ). The major thesis is the following: our existence has been educated in the life environment together with other agents of life world ( Lebenswelt ), while the latter are educated in the background of our existential project to be realized during our life. This major thesis presupposes the minor ones developed in the article: existential education means the change of the roles between the agents of life enwironment; existential education covers an ironic relationship between the teacher and a disciple; the teacher educates an unique combination of the disciple’s charachteristics to be nourished in his (her) existential perspective instead of forcing the equal way for everybody; every community has been educated while an individual changes life environment by realization of his (her) existential utopia; education is a kind of existential tradition’s transfer through the new communicative channels; philosophy of education based on existential phenomenology stresses the aspects of responsible coexistence in the life-world to be created; education is the training of our life’s art as responsible creation inseparable from becoming of life-world as the environment of our coexistence; education deals with a miracle of breaking educational circle while a disciple excels the teacher and changes the educational environment. By analysing the problems of existential education the author uses the approaches of both existential phenomenology and cultural regionalistics.","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"11 1","pages":"31-39"},"PeriodicalIF":0.0,"publicationDate":"2010-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84831220","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}

引用次数: 2

Psychotherapy: Adaptation or Walking Together? (A Roadside Conversation) 心理治疗:适应还是一起走?(路边谈话)

Santalka Filosofija Komunikacija Pub Date : 2010-09-15 DOI: 10.3846/COACTIVITY.2010.27

N. Bychkova, Yana Larionova

引用次数: 0

A Phenomenological Approach to Practical Knowledge in Psychoterapy 心理治疗实践知识的现象学研究

Santalka Filosofija Komunikacija Pub Date : 2010-09-15 DOI: 10.3846/COACTIVITY.2010.28

C. Nilsson

引用次数: 2

Selfhood and Self-Esteem. A Phenomenological Critique of an Educational and Psychological Concept 自我和自尊。对教育与心理概念的现象学批判

Santalka Filosofija Komunikacija Pub Date : 2010-09-15 DOI: 10.3846/COACTIVITY.2010.26

E. Schwarz

引用次数: 4

Linguistic and Psycho-Physiological Fundamentals of Linguistic Act 语言行为的语言学和心理生理基础

Santalka Filosofija Komunikacija Pub Date : 2010-06-04 DOI: 10.3846/COACTIVITY.2010.11

Regina Juškienė

引用次数: 0

The Essential Features of the Coursebook for Teaching a Foreign Language 《外语教学教材》的基本特征

Santalka Filosofija Komunikacija Pub Date : 2010-06-04 DOI: 10.3846/COACTIVITY.2010.20

A. Velička

引用次数: 0

Evaluation of Choice and Possibilities of Vocational Schools’ Students to Continue Studies in the Tech-Nological Trend 技术化趋势下职业学校学生继续学习的选择与可能性评价

Santalka Filosofija Komunikacija Pub Date : 2010-06-04 DOI: 10.3846/coactivity.2010.18

V. Pruskus

{"title":"Evaluation of Choice and Possibilities of Vocational Schools’ Students to Continue Studies in the Tech-Nological Trend","authors":"V. Pruskus","doi":"10.3846/coactivity.2010.18","DOIUrl":"https://doi.org/10.3846/coactivity.2010.18","url":null,"abstract":"On the basis of the data of the carried out research, the article analyzes the attitude of students of vocational schools towards the possibilities to pass the exams and to continue studies in the higher school choosing technological trend. The evaluation of those possibilities by profession subject teachers is also presented. The research showed that one third (31.3 per cent) of students who graduated from vocational school was going to continue their studies in the higher school, one fifth (20.1 per cent) was not going to study and about a half (48.3 per cent) have not decided what to do. The students of vocational schools evaluate their possibilities to pass the state exams rather reservedly. Only third of them (36.9 per cent) considers it as realistic and almost half (45.3 per cent) hardly believe it could happen. Over half of the surveyed (49.3 per cent) vocational schools’ students evaluate the quality of school subjects as sufficient and 12.1 per cent – as high to pass the state exams, 6.1 per cent of students evaluate as insufficient and 0.9 per cent – as low. However, one third of the surveyed do not have clear opinion (it is difficult to say – 31.6 per cent). Almost half of the surveyed vocational schools’ students think their possibilities to continue studies in the higher school are realistic – 34.2 per cent, very realistic – 8.1 per cent, unreal – 9.6 per cent and totally un-real – 4 per cent. Almost half of the surveyed do not have clear opinion (it is difficult to say – 43.9 per cent). Almost half of the surveyed profession subject teachers (48 per cent) think that after graduating vocational school students are absolutely ready to continue studies in the higher school but one third of them (33.5 per cent) doubt it. The proposals on improvement of students’ motivation in choosing technological trend in the higher school are presented here as well.","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"1 1","pages":"85-92"},"PeriodicalIF":0.0,"publicationDate":"2010-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90532266","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}

引用次数: 0