PHENOMENOLOGICAL PHILOSOPHY AND ITS PEDAGOGICAL CONTEXT
Journal Title: Гірська школа Українських Карпат - Year 2016, Vol 0, Issue 14
Abstract
The author analyzes the nature and the content of philosophy of phenomenology, and investigates its basic contexts and motives of formation and development. The article reveals the main tenets and principles of phenomenological philosophy; the role and place of the phenomenological method in the development of modern educational issues. Controversial aspects of descriptive pedagogy, the role of reflection in self-knowledge of personality and person’s activity are considered; the phenomenological field of education is defined through the lens of universal human characteristics. Based on the analysis of philosophical and pedagogical literature the author proves that Husserl, who has consistently developed the philosophical phenomenology, stated: Phenomenology is a description of the semantic structure of consciousness and objectivity, which are carried out under the conditions of existence of the object being and psychological activities of consciousness directed at it. As a result, the subject of the phenomenologist is consciousness in terms of its targeted nature. The scientist criticized the theory of positivism and naturalism. To replace these theories Husserl offers his own doctrine, which brings to three basic tenets: 1) the subject of philosophy is the phenomenon of consciousness, which is considered as a single and immediate reality; 2) phenomena are not psychic phenomena but the absolute essence of general importance that do not depend on individual consciousness and at the same time are only in it, and does not exist outside it; 3) these essences are not known by abstracting activity of the mind, but are directly experienced, and then are described the way they are perceived in the act of intuition. Followers of Edmund Husserl – A. Fischer, P. Petersen, V. Flitner, O. Bollnow and other scientists actively applied the phenomenological method for the development of educational issues. This is particularly true for the descriptive pedagogy, which denies the unity between educational theory and practice. Educational activity is considered by the scientists in terms of implementing the principle of «didactic instinct». In addition, the scientists based on the phenomenological pedagogy developed an original system of logging events named «the study of pedagogical facts». Phenomenological pedagogy, as it is substantiated in the article, pays great attention to the problem of education.
Authors and Affiliations
Hryhoriy Vasianovych
Keywords
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