東華大學圖書館 |

Realities in pedagogical and phenomenological contexts = experience, mediality, and optimisation in education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Realities in pedagogical and phenomenological contexts/ edited by Malte Brinkmann, Johannes Türstig, Martin Weber-Spanknebel.
Reminder of title:	experience, mediality, and optimisation in education /
other author:	Brinkmann, Malte.
Published:	Wiesbaden :Springer Fachmedien Wiesbaden : : 2025.,
Description:	xii, 411 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Introduction -- Bildung in the World - Phenomenological Thoughts on Reality, Givenness, and Experience of the World under conditions of destruction -- The Method of Empirical Phenomenology -- (Re-)turning to Reality. Phenomenological and New Materialist Perspectives on Reflection in Teacher Education -- Eugen Fink and the Renewed Experience of Reality -- Merleau-Ponty on child psychology and pedagogy: reappraising students embodied, and intersubjective learning in contemporary education -- The Digital Colonisation of the Virtual and the Persistence of (Proto)Virtuality in Educational Settings -- Emergency Remote Learning: A Phenomenology of Pointing and the Computer -- The embodied experience of reality in film education -- Musical listening between everyday reality and sensitive experience. On the aesthetic education of young people -- From inattention to attentiveness: Learning to listen when nature speaks -- Realities and identities: Multiple realities in the classroom and the non-affirmative Bildung-theory -- A withdrawal of reality? Boredom, disembodiment, and isolation as aspects of teaching in pandemic times -- Learning Atmospheres in Pandemic Times - Different Realities -- Applying Phenomenology in Education. The Case of Special Educational Needs -- The Dialogue in Gadamer's Hermeneutics: Implications to Perceive, Experience, and Interpret in Chemistry Education -- Making the complexity of realities tangible. Ethical-ecological aspects of collaborative constitutions of reality in the context of early childhood education and care (ECEC) -- Caring, emotion, optimisation -- Negative emotions, exclusionary practices and the optimisation of learning -- Affects, Atmospheres and the Perception of Education - Addressing Methodological Problems in Educational Research with Practice Theory, Phenomenology and New Materialism.
Contained By:	Springer Nature eBook
Subject:	Education - Philosophy. -
Online resource:	https://doi.org/10.1007/978-3-658-47518-5
ISBN:	9783658475185

Realities in pedagogical and phenomenological contexts = experience, mediality, and optimisation in education /
Realities in pedagogical and phenomenological contextsexperience, mediality, and optimisation in education /[electronic resource] :edited by Malte Brinkmann, Johannes Türstig, Martin Weber-Spanknebel. - Wiesbaden :Springer Fachmedien Wiesbaden :2025. - xii, 411 p. :ill. (some col.), digital ;24 cm. - Phänomenologische Erziehungswissenschaft,v. 132512-1278 ;. - Phänomenologische Erziehungswissenschaft ;v. 13..

Introduction -- Bildung in the World - Phenomenological Thoughts on Reality, Givenness, and Experience of the World under conditions of destruction -- The Method of Empirical Phenomenology -- (Re-)turning to Reality. Phenomenological and New Materialist Perspectives on Reflection in Teacher Education -- Eugen Fink and the Renewed Experience of Reality -- Merleau-Ponty on child psychology and pedagogy: reappraising students embodied, and intersubjective learning in contemporary education -- The Digital Colonisation of the Virtual and the Persistence of (Proto)Virtuality in Educational Settings -- Emergency Remote Learning: A Phenomenology of Pointing and the Computer -- The embodied experience of reality in film education -- Musical listening between everyday reality and sensitive experience. On the aesthetic education of young people -- From inattention to attentiveness: Learning to listen when nature speaks -- Realities and identities: Multiple realities in the classroom and the non-affirmative Bildung-theory -- A withdrawal of reality? Boredom, disembodiment, and isolation as aspects of teaching in pandemic times -- Learning Atmospheres in Pandemic Times - Different Realities -- Applying Phenomenology in Education. The Case of Special Educational Needs -- The Dialogue in Gadamer's Hermeneutics: Implications to Perceive, Experience, and Interpret in Chemistry Education -- Making the complexity of realities tangible. Ethical-ecological aspects of collaborative constitutions of reality in the context of early childhood education and care (ECEC) -- Caring, emotion, optimisation -- Negative emotions, exclusionary practices and the optimisation of learning -- Affects, Atmospheres and the Perception of Education - Addressing Methodological Problems in Educational Research with Practice Theory, Phenomenology and New Materialism.

What is real? What is evident? What is true? These questions of the constitution of reality in our experiences are among the key questions of phenomenology since its beginning. Lately, they become especially relevant under conditions of digitalisation, acceleration, optimisation, crises, and pandemics. In this volume, these questions are taken up in different interdisciplinary and intercultural, phenomenological perspectives from a pedagogical point of view. Starting from a critique of instrumental scientism and optimisation, the contributions in this book ask about the theoretical, empirical, methodological, and practical constitution of reality within experiences of learning, Bildung, and education, as well as the subjects, materialities, and mediality of such experiences in different pedagogical fields and institutions. The contributions show how Phenomenological Pedagogy is fruitful to explore the realities of pedagogical practices, by grasping lifeworldy, lived-bodily, and social experiences in a qualitatively meaningful, empirical and experience-oriented way. It can thus serve as an alternative to positivistic, scientistic, idealistic, or psychologistic approaches. About the Editors Prof. Dr. Malte Brinkmann holds the Chair for General Pedagogy at the Department of Education Studies at the Humboldt-Universität zu Berlin. Johannes Türstig and Martin Weber-Spanknebel are research assistants at the Department of Education Studies at the Humboldt-Universität zu Berlin.

ISBN: 9783658475185

Standard No.: 10.1007/978-3-658-47518-5doiSubjects--Topical Terms:

524285
Education
--Philosophy.

LC Class. No.: LB14.7

Dewey Class. No.: 370.1

Realities in pedagogical and phenomenological contexts = experience, mediality, and optimisation in education /
LDR:04513nmm a2200337 a 4500 001 2411613
003 DE-He213
005 20250528130303.0
006 m d
007 cr nn 008maaau
008 260204s2025 gw s 0 eng d
020 $a 9783658475185 $q (electronic bk.)
020 $a 9783658475178 $q (paper)
024 7 $a 10.1007/978-3-658-47518-5 $2 doi
035 $a 978-3-658-47518-5
040 $a GP $c GP
041 0 $a eng
050 4 $a LB14.7
072 7 $a JNA $2 bicssc
072 7 $a EDU040000 $2 bisacsh
072 7 $a JNA $2 thema
082 0 4 $a 370.1 $2 23
090 $a LB14.7 $b .R288 2025
245 0 0 $a Realities in pedagogical and phenomenological contexts $h [electronic resource] : $b experience, mediality, and optimisation in education / $c edited by Malte Brinkmann, Johannes Türstig, Martin Weber-Spanknebel.
260 $a Wiesbaden : $b Springer Fachmedien Wiesbaden : $b Imprint: Springer VS, $c 2025.
300 $a xii, 411 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a Phänomenologische Erziehungswissenschaft, $x 2512-1278 ; $v v. 13
505 0 $a Introduction -- Bildung in the World - Phenomenological Thoughts on Reality, Givenness, and Experience of the World under conditions of destruction -- The Method of Empirical Phenomenology -- (Re-)turning to Reality. Phenomenological and New Materialist Perspectives on Reflection in Teacher Education -- Eugen Fink and the Renewed Experience of Reality -- Merleau-Ponty on child psychology and pedagogy: reappraising students embodied, and intersubjective learning in contemporary education -- The Digital Colonisation of the Virtual and the Persistence of (Proto)Virtuality in Educational Settings -- Emergency Remote Learning: A Phenomenology of Pointing and the Computer -- The embodied experience of reality in film education -- Musical listening between everyday reality and sensitive experience. On the aesthetic education of young people -- From inattention to attentiveness: Learning to listen when nature speaks -- Realities and identities: Multiple realities in the classroom and the non-affirmative Bildung-theory -- A withdrawal of reality? Boredom, disembodiment, and isolation as aspects of teaching in pandemic times -- Learning Atmospheres in Pandemic Times - Different Realities -- Applying Phenomenology in Education. The Case of Special Educational Needs -- The Dialogue in Gadamer's Hermeneutics: Implications to Perceive, Experience, and Interpret in Chemistry Education -- Making the complexity of realities tangible. Ethical-ecological aspects of collaborative constitutions of reality in the context of early childhood education and care (ECEC) -- Caring, emotion, optimisation -- Negative emotions, exclusionary practices and the optimisation of learning -- Affects, Atmospheres and the Perception of Education - Addressing Methodological Problems in Educational Research with Practice Theory, Phenomenology and New Materialism.
520 $a What is real? What is evident? What is true? These questions of the constitution of reality in our experiences are among the key questions of phenomenology since its beginning. Lately, they become especially relevant under conditions of digitalisation, acceleration, optimisation, crises, and pandemics. In this volume, these questions are taken up in different interdisciplinary and intercultural, phenomenological perspectives from a pedagogical point of view. Starting from a critique of instrumental scientism and optimisation, the contributions in this book ask about the theoretical, empirical, methodological, and practical constitution of reality within experiences of learning, Bildung, and education, as well as the subjects, materialities, and mediality of such experiences in different pedagogical fields and institutions. The contributions show how Phenomenological Pedagogy is fruitful to explore the realities of pedagogical practices, by grasping lifeworldy, lived-bodily, and social experiences in a qualitatively meaningful, empirical and experience-oriented way. It can thus serve as an alternative to positivistic, scientistic, idealistic, or psychologistic approaches. About the Editors Prof. Dr. Malte Brinkmann holds the Chair for General Pedagogy at the Department of Education Studies at the Humboldt-Universität zu Berlin. Johannes Türstig and Martin Weber-Spanknebel are research assistants at the Department of Education Studies at the Humboldt-Universität zu Berlin.
650 0 $a Education $x Philosophy. $3 524285
650 0 $a Phenomenology. $3 533816
650 1 4 $a Educational Philosophy. $3 899033
650 2 4 $a Educational Research. $3 3595270
650 2 4 $a Digital Education and Educational Technology. $3 3538616
700 1 $a Brinkmann, Malte. $3 3522006
700 1 $a Türstig, Johannes. $3 3786186
700 1 $a Weber-Spanknebel, Martin. $3 3522008
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Phänomenologische Erziehungswissenschaft ; $v v. 13. $3 3786187
856 4 0 $u https://doi.org/10.1007/978-3-658-47518-5
950 $a Education (SpringerNature-41171)