по
Journal Menu
> Issues > Rubrics > About journal > Authors > About the journal > Requirements for publication > Editorial collegium > Peer-review process > Peer-review in 24 hours: How do we do it? > Policy of publication. Aims & Scope. > Article retraction > Ethics > Copyright & Licensing Policy > Publication in 72 hours: How do we do it? > Digital archiving policy > Open Access Policy > Open access publishing costs > Article Identification Policy > Plagiarism check policy > Editorial board
Journals in science databases
About the Journal

Публикация за 72 часа - теперь это реальность!
При необходимости издательство предоставляет авторам услугу сверхсрочной полноценной публикации. Уже через 72 часа статья появляется в числе опубликованных на сайте издательства с DOI и номерами страниц.
По первому требованию предоставляем все подтверждающие публикацию документы!
MAIN PAGE > Back to contents
Philosophical Thought
Reference:

Phenomenology in modern education
Timoshchuk Elena Andreevna

PhD in Philosophy

Docent, the department of Socio-Humanitarian Sciences, Vladimir Branch of the Russian Academy of National Economy and State Administration under the President of Russian Federation

600017, Russia, Vladimirskaya oblast', g. Vladimir, ul. Gor'kogo, 59A

tea@abhinanda.elcom.ru
Другие публикации этого автора
 

 

Abstract.

The object of this research is the impact of phenomenological method upon modern education. The subject is the conceptual basis of Husserl’s teaching and possibilities of its implementation in education and upbringing: 1) subjectivity of phenomenology; 2) dialogueness of phenomenology; 3) sustainability of phenomenology; 4) principle of individuation in phenomenology. The author leans on the hypothesis that phenomenology of education cannot shift off the antinomies of modern education, such as massification/elitism, normativity/enthusiasm; routinization/ practical orientation. At the same time, despite all antinomies of the modern educational process, phenomenology can provide a student with understanding of life in the context of personal world, so that through cleansing the experience from overlaying of perceptions, he will be able to derive the most valuable for the future. The article attempts to reveal the phenomenology of education as a positive experience of self-individuation. The main axiological conclusions of phenomenology of education are the following: 1) individual genesis of a human that develops personal qualities, as well as forms the destiny through the sense of experience; 2) harmonization of the lifeworlds is possible through understanding of the strategy of description and hermeneutics of the Other; self-individualization shifts off the contradictions of the creative and formal, global and regional, humanitarian and technical; 4) procedures and practices of phenomenology of education is rooted in horizon of a lifeworld. The scientific novelty lies in application of the methodology of phenomenology (intentionality, lifeworld, reduction) to the realities of modern Russian education in form of the Unified State Exam, competent approach, academic standards, institutionality of education. The area of implementation of the results is the phenomenology of education, phenomenology of culture, and cross-cultural communication.

Keywords: tutoring, lifeworld, Plekhanov, Rogacheva, Kurenkova, Husserl, phenomenology of education, foresight, coaching, competencies

DOI:

10.25136/2409-8728.2018.8.24368

Article was received:

06-10-2017


Review date:

07-10-2017


Publish date:

26-08-2018


This article written in Russian. You can find full text of article in Russian here .

References
1.
Timoshchuk E.A. Teoriya sotsiokul'turnykh ob''ektov v fenomenologii R. Ingardena: diss. … kand. filos. n / Nizhegorodskii gosudarstvennyi arkhitekturno-stroitel'nyi universitet. Nizhnii Novgorod, 2009. S. 112-123.
2.
Zeleeva V.P. Pedagogicheskaya fenomenologiya: vozvrashchenie i novye smysly // Obrazovanie i samorazvitie. 2010. № 5 (21). S. 56-61.
3.
Plekhanov E.A. Fenomenologiya obrazovaniya: epistemologicheskie aspekty // Epistemologiya i filosofiya nauki. 2009. № 2 (20). S. 58-61.
4.
Kurenkova R.A. Fenomenologiya obrazovaniya: sovremennyi dialog filosofii i pedagogiki // Professional'noe obrazovanie v sovremennom mire. 2012. № 1. S. 43-49.
5.
Rogacheva E.Yu. Fenomenologiya zhizni Anny-Terezy Timenetski i aktual'nost' fenomenologicheski-germenevticheskogo podkhoda v sovremennom obrazovanii // Vestnik Vladimirskogo gosudarstvennogo universiteta im. Aleksandra Grigor'evicha i Nikolaya Grigor'evicha Stoletovykh. Seriya: Pedagogicheskie i psikhologicheskie nauki. 2014. № 19 (38). S. 51-57.
6.
Cozma C. ‘Sophia’ as ‘Telos’ in the “Ontopoietic Perspective” // Analecta Husserliana CX: Phenomenology/Ontopoiesis Retrieving Geo-cosmic Horizons of Antiquity. A.-T. Tymieniecka (ed.). Springer, 2011. Pp.413-421.
7.
Zeer E.F. Kompetentnostnyi podkhod k obrazovaniyu // Obrazovanie i nauka. 2005. № 3. S. 27-40.
8.
Dem'yanenko N.M., Kalinkina S.I., Nikiforova M.V. O novykh tendentsiyakh v obrazovanii: problemy i perspektivy // Innovatsii v professional'nom i professional'no-pedagogicheskom obrazovanii: materialy 21-i Mezhdunarodnoi nauchno-prakticheskoi konferentsii. pod nauch. red. E. M. Dorozhkina, V. A. Fedorova. 2016. S. 138-141.
Link to this article

You can simply select and copy link from below text field.


Other our sites:
Official Website of NOTA BENE / Aurora Group s.r.o.
"History Illustrated" Website