Husserlowski świat życia codziennego i jego znaczenie pedagogiczne
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Date
2016
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Wydawnictwo Naukowe UAM
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Husserl's World of Everyday Life and its Pedagogical Relevance
Abstract
The world of everyday life was for Husserl the most original expression of the "radical beginning" of human experience and the accompanying senses and meanings. It is a world limited by time-space, one to which we all belong, together with our traditions, habits and interests. Whatever happens in the horizon of the world of everyday life thus relates to ourselves, because it is the world of the living organisms – and these can experience joy and fear, can work and rest, attack or flee, expect, await or desire something. In this sense, it is the world dialectically interpenetrating contradictions and aporias. It is a world where what is limited and unlimited, physical and spiritual, ordinary and extraordinary are intertwined, but also in an a priori manner are determined by the specific relationships between them. From this point of view, there are three basic general relationships which allow to classify and clarify the pedagogical principles: 1) what is infinite in the finite, 2) what is cultural in the natural, 3) what is extraordinary in the ordinary. Experiencing the world of everyday life reminds us, after all, that the infinite, the spiritual, the extraordinary is de facto encompassed by and found in what is finite, physical and ordinary.
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Husserl, life-world, philosophy of education, phenomenological analysis, existential aporias
Citation
Studia Edukacyjne, 2016, nr 42, s.131-153