Phenomenology & Practice (Journal)
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Bernhard Waldenfels’ Responsive Phenomenology of the Alien: An Introduction and Review
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Klaus Mollenhauer\u27s "Forgotten Connections": A sketch of a general pedagogic
No full textMollenhauer presents his book as a rough sketch of what Allgemeine Pädagogik (General Pedagogic) could be – an outline of "a general study of Bildung and upbringing" (Mollenhauer, 2014, p. 9) – a daring project, which in my view is even more needed today than in 1983. Mollenhauer shows a way to a practically committed, historically-founded and future-oriented theory of emancipatory upbringing and education; built on reliable elements in the cultural and pedagogical tradition, which we, as responsible adults, should not forget, when we, together with the new generation, face present and future challenges. In this essay, I attempt a short interpretation of his sketch and give some brief evaluative comments in the final section.
Technology help seeking and help giving in an intercultural community of student life
No full textThis 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
What’s in a Name? The Experience of the Other in Online Classrooms
No full textEducational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online.
Remembering forgotten connections: Klaus Mollenhauer’s opening to theorising education differently
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Differentiating Scholarly Generations: On Hitler’s child soldiers, 60’s Revolutionaries and Forgotten Connections
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The Scholarly and Pathic Cavalier: Max van Manen’s Phenomenology of Practice
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The return of pedagogic: On the Dutch translation of Klaus Mollenhauer’s Vergessene Zusammenhänge
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Mollenhauer and the pedagogical relation: A general pedagogic from the margins
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