Pub Date : 2010-09-15DOI: 10.3846/COACTIVITY.2010.29
W. Płotka
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.
{"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}
Pub Date : 2010-09-15DOI: 10.3846/COACTIVITY.2010.25
A. Kraus
The centre of Childhood Research is formed by the hypothesis that children co-interpret the world and participate actively in its constituting. In consequence, Childhood Research concentrates on the perspectives of children, exploring their relationships to themselves and to their life-worlds. Starting from the approach of constitutive phenomenology we go into this ambitious matter. Then, the hypothesis is unfolded that the didactical setting of a „performative play“ can serve to show aspects of the relationships of children to themselves and to their life-worlds.
{"title":"DAS \"PERFORMATIVE SPIEL\" ALS EIN DIDAKTISCHER WEG \"ZU DEN SACHEN SELBST\"","authors":"A. Kraus","doi":"10.3846/COACTIVITY.2010.25","DOIUrl":"https://doi.org/10.3846/COACTIVITY.2010.25","url":null,"abstract":"The centre of Childhood Research is formed by the hypothesis that children co-interpret the world and participate actively in its constituting. In consequence, Childhood Research concentrates on the perspectives of children, exploring their relationships to themselves and to their life-worlds. Starting from the approach of constitutive phenomenology we go into this ambitious matter. Then, the hypothesis is unfolded that the didactical setting of a „performative play“ can serve to show aspects of the relationships of children to themselves and to their life-worlds.","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"101 1","pages":"40-52"},"PeriodicalIF":0.0,"publicationDate":"2010-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84642180","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}
Pub Date : 2010-09-15DOI: 10.3846/COACTIVITY.2010.22
Käte Meyer-Drawe
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 .
{"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}
Pub Date : 2010-09-15DOI: 10.3846/COACTIVITY.2010.24
T. Kačerauskas
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.
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Pub Date : 2010-09-15DOI: 10.3846/COACTIVITY.2010.27
N. Bychkova, Yana Larionova
The article concerns psychotherapeutic work in the perspective of existential approach. Two trends are discerned in modern psychotherapy regardless of the known division into different schools – the adaptation therapy, and the one viewing a person in the context of his Personal being in the world. Therapy here is understood as the Way of mutual personal growth of both the therapist and the client. Distinction is singled out as one of the central points in forming the meanings, essential for both the normal development of a child and in psychotherapy, and remaining significant for spiritual growth in adults.
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Pub Date : 2010-09-15DOI: 10.3846/COACTIVITY.2010.28
C. Nilsson
Many professions involving relational work as an essential component – such as nurses, social workers and psychotherapists – are currently challenged by a growing demand on so-called “evidence-based” methods. In the debate, professional practioners from these fields have repeatedly voiced the complaint that there are crucial aspects of knowledge involved in their professions that do not fit into this paradigm. Their Professional abilities, they claim, include a kind of knowledge that might not be “scientific” or “evidence-based”, but is still essential to what they do. This article will discuss how this “practical knowledge” can be approached using resourses from Heidegger’s phenomenological appropriation of Aristotle.
{"title":"A Phenomenological Approach to Practical Knowledge in Psychoterapy","authors":"C. Nilsson","doi":"10.3846/COACTIVITY.2010.28","DOIUrl":"https://doi.org/10.3846/COACTIVITY.2010.28","url":null,"abstract":"Many professions involving relational work as an essential component – such as nurses, social workers and psychotherapists – are currently challenged by a growing demand on so-called “evidence-based” methods. In the debate, professional practioners from these fields have repeatedly voiced the complaint that there are crucial aspects of knowledge involved in their professions that do not fit into this paradigm. Their Professional abilities, they claim, include a kind of knowledge that might not be “scientific” or “evidence-based”, but is still essential to what they do. This article will discuss how this “practical knowledge” can be approached using resourses from Heidegger’s phenomenological appropriation of Aristotle.","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"298 1","pages":"70-80"},"PeriodicalIF":0.0,"publicationDate":"2010-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82150296","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}
Pub Date : 2010-09-15DOI: 10.3846/COACTIVITY.2010.26
E. Schwarz
Selfhood and Self-Esteem : A phenomenological critiqueof an educational and psychological concept
自我与自尊:对一个教育和心理学概念的现象学批判
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Pub Date : 2010-06-04DOI: 10.3846/COACTIVITY.2010.11
Regina Juškienė
The paper analyses one of the most important aspects of linguistic activity, i.e. psycho-physiological fundamentals. The topic is of a great importance as there is no uniform theoretical concept of this issue, although there is a range of articles that analyze some of the aspects of the problem. The author has described physiological components of linguistic activity. From the psychological point of view, the author has accentuated two types of linguistic activity – the perceptive and the expressive – that are substantially analyzed in the present article. The author assumes that the implementation of linguistic activity as well as of any activity is possible by virtue of certain competences and skills. Linguistic competences and skills are thoroughly scrutinized and their distinctive features are pointed out in the current study. The paper also presents and analyzes the key stages of the nurturing of skills. The article could be useful both for theorists of linguodidactics and for language teaching specialists.
{"title":"Linguistic and Psycho-Physiological Fundamentals of Linguistic Act","authors":"Regina Juškienė","doi":"10.3846/COACTIVITY.2010.11","DOIUrl":"https://doi.org/10.3846/COACTIVITY.2010.11","url":null,"abstract":"The paper analyses one of the most important aspects of linguistic activity, i.e. psycho-physiological fundamentals. The topic is of a great importance as there is no uniform theoretical concept of this issue, although there is a range of articles that analyze some of the aspects of the problem. The author has described physiological components of linguistic activity. From the psychological point of view, the author has accentuated two types of linguistic activity – the perceptive and the expressive – that are substantially analyzed in the present article. The author assumes that the implementation of linguistic activity as well as of any activity is possible by virtue of certain competences and skills. Linguistic competences and skills are thoroughly scrutinized and their distinctive features are pointed out in the current study. The paper also presents and analyzes the key stages of the nurturing of skills. The article could be useful both for theorists of linguodidactics and for language teaching specialists.","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"50 1","pages":"29-34"},"PeriodicalIF":0.0,"publicationDate":"2010-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3846/COACTIVITY.2010.11","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72511554","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}
Pub Date : 2010-06-04DOI: 10.3846/COACTIVITY.2010.20
A. Velička
On the basis of the facts mentioned in the article we can draw the following conclusions. The main chapters of the coursebook must contain a variety of exercises and texts. But not all types of language activities can be included. For example, understanding of the text by listening. However, the coursebook should have the system of exercises for developing skills and understanding other linguistic types. It is important to separate classwork exercises from homework exercises because they differ in their character and difficulty. Special texts in the coursebook should be included to help teach a spoken language. At first the coursebook should provide preparatory exercises, but later there should be texts for reading and speaking purposes.
{"title":"The Essential Features of the Coursebook for Teaching a Foreign Language","authors":"A. Velička","doi":"10.3846/COACTIVITY.2010.20","DOIUrl":"https://doi.org/10.3846/COACTIVITY.2010.20","url":null,"abstract":"On the basis of the facts mentioned in the article we can draw the following conclusions. The main chapters of the coursebook must contain a variety of exercises and texts. But not all types of language activities can be included. For example, understanding of the text by listening. However, the coursebook should have the system of exercises for developing skills and understanding other linguistic types. It is important to separate classwork exercises from homework exercises because they differ in their character and difficulty. Special texts in the coursebook should be included to help teach a spoken language. At first the coursebook should provide preparatory exercises, but later there should be texts for reading and speaking purposes.","PeriodicalId":53267,"journal":{"name":"Santalka Filosofija Komunikacija","volume":"71 1","pages":"100-104"},"PeriodicalIF":0.0,"publicationDate":"2010-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85217723","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}
Pub Date : 2010-06-04DOI: 10.3846/coactivity.2010.18
V. Pruskus
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.
{"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}
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