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The Yearbook on History and Interpretation of Phenomenology 2017

EPIMELEIA TĒS PSYCHĒS: The Idea of the University and the Phenomenology of Education

by Jana Trajtelová (Volume editor)
©2018 Thesis 170 Pages

Summary

All the different approaches to the issue of the university and education presented in the Yearbook form the free-standing phenomenological openings, drawing from classical phenomenological sources, relying upon traditional wisdom and implementing new, even experimental approaches and interconnections. However, they all converge on related and timeless intellectual conclusions, ever anew resurrecting the idea of humanistic culture: there is no real education without the cultivation of the essential humanity in man as its central point, without a devoted commitment to shape integrated, self-aware, independent and critical thinking, morally mature, responsible and compassionate human individuals.

Table Of Contents

  • Cover
  • Title Page
  • Copyright Page
  • About the author
  • About the book
  • Citability of the eBook
  • Contents
  • List of Abbreviations
  • List of Contributors
  • 1 Introduction
  • 2 Rekindling the Humanistic Soul of the Academy: Pursuing Knowledge for the Good of Humanity
  • Evolution of the Western Idea of the University
  • Precursors of the Modern University
  • The Modern Research University
  • Splintering Ideals
  • Bridging Disciplinary Divides: The Intersubjective Foundations of Knowledge
  • The Intersubjective Origins of Knowledge
  • Traversing the Fact-Value Distinction
  • The Intersubjective Foundations of Social Science
  • Mending the Crisis: Pursuing Knowledge for the Good of Humanity
  • Resurrecting a Humanistic Ideal
  • Reflexivity in Dialogue: A Hermeneutics of Academic Life
  • The Centrality of Self-Cultivation
  • Conclusion: The Humanistic Academy and Its Aristotelian Soul
  • Acknowledgment
  • References
  • 3 Re-imagining the University: Developing a Capacity to Care
  • Introduction: The University as a Social Institution
  • Re-imagining Ourselves in the University: Care for Others and Things
  • Taking Responsibility in Care for Others and Things
  • Opening and Interrogating Possibilities for Being
  • Promoting Attuned Responsiveness
  • Challenges to Promoting Possibilities for Being
  • Concluding Remarks
  • Acknowledgements
  • References
  • 4 The University as a Locus of Visibility: a Phenomenological Approach
  • An Outline of the Idea of the University
  • Idealism and Phenomenology
  • Visibility, Phenomenological Description and Normativity
  • Visibility, Rhetoric, and History of Effects
  • University’s Several Strata
  • Conclusion
  • References
  • 5 The Crisis of the Idea of the University and Its Origins
  • Introduction
  • Alienated University: An Arendtian Perspective
  • Idea or Purpose of University?
  • Thauma as the Starting Point of Education
  • Conclusion: The University as a Community of thauma
  • References
  • 6 The Forgotten Meaning of Earth in Modern Sciences: A Look at Husserl’s Manuscript “The Earth Does Not Move”
  • Introduction
  • Quantification and the Crisis of the Sciences
  • The Forgotten Meaning of Earth in Modern Sciences
  • Science and/or Philosophy? Two Different Approaches toward the Crisis
  • Conclusion
  • References
  • 7 The Role of Loving in Education
  • Introduction
  • The Nature of Love in Scheler’s Phenomenology
  • Husserl and Love as the Absolute “Ought”
  • Transformation Through Loving
  • Extending and Doubling of Our Value Universe
  • “To Become Who I am”
  • The Role of Personal Exemplars
  • Conclusion
  • References
  • 8 Information and Transformation: The Meaning of Spirituality and the Process of Education
  • Introduction
  • Information and Transformation
  • Concerning the Method and Structure of Investigation and Exposition
  • Inspired by the Buddha of the Discourses of Pali Canon
  • Treading Beyond Words in Buddhism
  • Interlude
  • Peering into Christian Mysticism
  • Through “Nothing” to “Everything” in Christian Mysticism
  • Conditioned and Liberated Minds
  • Conclusions and Broader Implications
  • References

List of Abbreviations

The list of abbreviations used in the following contributions

Aristotle

EN  Nikomachean Ethics

Edmund Husserl

Hua  Husserliana

Hans-Georg Gadamer

WM Wahrheit und Methode

Martin Heidegger

BT   Being and Time (if there is cited only English translation)

SZ     Seit und Zeit

List of Contributors

Michael F. Mascolo

Department of Psychology

Merrimack College

North Andover, MA 01845

USA

michael_mascolo@yahoo.com

Gloria Dall’Alba

School of Education

The University of Queensland Qld 4072

Australia

g.dallalba@uq.edu.au

Roberto Wu

Universidade Federal de Santa Catarina (UFSC)

Centro de Filosofia e Ciências Humanas – Departamento de Filosofia

Campus Universitário Trindade

88040-900, Florianópolis-SC

Brasil

betowu@gmail.com

Michal Zvarík

Center for Phenomenological Studies

Department of Philosophy

Faculty of Philosophy and Arts

Trnava University in Trnava

Hornopotočná 23

918 43 Trnava

Slovak Republic

zvarik.michal@gmail.com

Mohsen Saber

Department of Philosophy

Faculty of Letters and Humanities

University of Tehran

Tehran

Iran

mohsen.b.saber@gmail.com

Monika Benköová

Department of Philosophy

Faculty of Philosophy and Arts

Trnava University in Trnava

Hornopotočná 23

918 43 Trnava

Slovak Republic

mbenkoova@gmail.com

Jana Trajtelová

Center for Phenomenological Studies

Department of Philosophy

Faculty of Philosophy and Arts

Trnava University in Trnava

Hornopotočná 23

918 43 Trnava

Slovak Republic

trajtelova@gmail.com

Michal Kutáš

Center for Cognitive Studies

Department of Philosophy

Faculty of Philosophy and Arts

Trnava University in Trnava

Hornopotočná 23

918 43 Trnava

Slovak Republic

michal.kutas@gmail.com←9 | 10→ ←10 | 11→

Michal Zvarík, Jana Trajtelová

1 Introduction

We are pleased to introduce the fifth volume of the Yearbook on History and Interpretation of Phenomenology, devoted to “The Idea of the University and the Phenomenology of Education.” The following studies propose various philosophical angles and phenomenological paths to analyze and to stress the serious problem arising in our midst not only on an academic ground, but more broadly within the contemporary approach to education.

All the different approaches of the authors to the issue are presented in the form of freestanding investigative openings, drawing from classical phenomenological sources, relying upon traditional wisdom and implementing new, even experimental approaches and interconnections. However, they all converge on related and timeless intellectual conclusions, ever resurrecting the idea of humanistic culture anew. There is no real education without the cultivation of the essential humanity in man as its central point, without a devoted commitment to shape integrated, self-aware, independent and critical thinking, morally mature, responsible and compassionate human individuals. Learning and education need to be much more than the mere transmission of information and practical skills or, more philosophically, it should not be concerned only with the what of being but first of all with how to be in order to achieve the harmonious integration of the simple happiness of a person and the goodness of a wider community and of the whole world.

Details

Pages
170
Year
2018
ISBN (PDF)
9783631777428
ISBN (ePUB)
9783631777435
ISBN (MOBI)
9783631777442
ISBN (Hardcover)
9783631777411
DOI
10.3726/b15277
Language
English
Publication date
2019 (February)
Published
Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2019. 169 pp., 1 fig. b/w

Biographical notes

Jana Trajtelová (Volume editor)

Jana Trajtelová, PhD. teaches as a Scholarly Assistant at the Department of Philosophy, Faculty of Philosophy and Arts at Trnava University in Trnava, Slovakia

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171 pages