语言中的能动性。现象学教育方法的经验教训

M. Vaccari
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引用次数: 0

摘要

现象学教育学与许多其他提出现实的话语建构的观点有共同的理论基础。虽然这些观点高度不同,但在维特根斯坦的意义上,这些观点可能被视为具有家族相似性。在这篇文章中,我提出了对它们的概述,从最巩固和权威的传统的呈现开始,这些传统可以被认为是现象学家庭的祖先——通过日常生活的话语实践促进了现实构成的观念。对话分析是一门专门研究日常互动的高密度现象的学科,它的一些方面将被讨论。最后,将介绍应用会话分析的各种趋势,以表明在这些关注领域中发展起来的研究方法如何能够对根植于(重新)“现象学”思考心灵、文化和语言的教育研究产生巨大的启发。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Agency in language. Lessons from (and for) a phenomenological approach to education
Phenomenological Pedagogy shares theoretical ground with many other perspectives which have brought forward the idea of the discursive constitution of reality. Although highly diverse, these perspectives may be seen to have a family resemblance in Wittgensteinian sense. In this article, I propose an overview of them, starting with a presentation of the most consolidated and authoritative traditions, which may be considered the forefathers of the phenomenological family – having promoted the idea of the constitution of reality through the discursive practices of everyday life . Some aspects of Conversation Analysis, a discipline specialized in bringing out the phenomenally high density of everyday interactions, will be discussed. Finally, various currents of the Applied Conversation Analysis will be presented to suggest how the research approach developed in these areas of concern could be of great inspiration for educational research rooted in (re-)thinking the mind, culture and language “phenomenologically”.
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