Zusammenfassung
The aim of this article is to demonstrate how constitutive phenomenological studies can take action theories steps ahead by going behind and beyond basic ideas on teachers’ judgments. From a phenomenological point of view the Aristotelian notion of ‘practical knowledge’, giving the virtue of phronesis, only tells half the story, and can at best be a starting point for further theorising. A similar objection may also be directed to similar theories evolving around related phenomenona like ‘tact’ and ‘discretion’. This is not only a pedagogical problem, but is part of a larger area of international research that tries to understand how knowledge is established in professional practice of any kind. The article follows some of the main arguments of this discussion into the realm of a phenomenological-pedagogical based analysis of actions and judgements. In particular, I’ll investigate the claim that phronesis for teachers qua teachers is best explained as a balancing between dimensions and their values on different levels. I suggest to expand this theory to a whole theory of relevance of teacher actions. In teacher education one may foster the understanding of the balance by working with both indirect and direct relevant theories for the actual teaching.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Aristotle. 1934. The Nicomachean ethics. London: Heinemann.
Bengtsson, Jan. 2013. With lifeworld as ground: Introduction the special issue. An outline of the Gothenburg tradition of the lifeworld approach. The Indo-Pacific journal of phenomenology 13: 1–9.
Berger, Peter and Thomas Luckmann. 1967. The social construction of reality. A treatise in the sociology of knowledge. New York: Penguin.
Bernet, Rudolf, Iso Kern, and Eduard Marbach. 1993. An introduction to Husserlian phenomenology. Evanston: Northwestern University Press.
Biesta, Gert. 2013. The beautiful risk of education. Boulder: Paradigm.
Brinkmann, Malte. 2010. Erziehung. Phänomenologische Perspektiven. Würzburg: Könighausen & Neumann.
Brinkmann, Malte. 2011. Pädagogische Erfahrung. Phänomenologische und ethnographische Forschungsperspektiven. In Orte des Empirischen in der Bildungstheorie, ed. I.-M. Breinbauer and G. Weiß, 61–78. Würzburg: Könighausen & Neumann.
Brinkmann, Malte. 2015. Phänomenologische Methodologie und Empirie in der Pädagogik. Ein systematischer Entwurf für die Rekonstruktion pädagogischer Erfahrung. In Pädagogische Erfahrungen. Theoretische und empirische Perspektiven, ed. M. Brinkmann, R. Kubac, and S. S. Rödel, 33–59. Wiesbaden: Springer VS.
Cairns, Dorion and Lester Embree. 2013. The philosophy of Edmund Husserl. Dordrecht: Springer.
Carr, Wilfred. 2004. Philosophy and Education. Journal of Philosophy and Education 38 (1): 55–73.
Dreyfus, Hubert, Tom Athanasiou, and Stuart Dreyfus. 1986. Mind over machine. The power of human intuition and expertise in the era of the computer. New York: Free Press.
Dunne, Joseph. 1997. Back to the rough ground. Practical judgment and the lure of technique. Notre Dame: University of Notre Dame Press.
Embree, Lester. 2007. Reflective Analysis. A first introduction into phenomenological investigation. Bucharest: Zeta Books.
Embree, Lester. 2015. The Schutzian theory of the cultural sciences. Dordrecht: Springer.
Fuglseth, Kåre. 2010. A phenomenological basis for Vygotsky. A combined theory of the zone of proximal development and the theory of relevance with an example from religious education. In Erziehung. Phänomenologische Perspektiven, ed. M. Brinkmann, 55–71. Würzburg: Könighausen & Neumann.
Fuglseth, Kåre. 2015a. Phenomenology as a proto-language in educational empirical research. In Pädagogische Erfahrungen. Theoretische und empirische Perspektiven, ed. M. Brinkmann, R. Kubac, and S. S. Rödel, 283–298. Wiesbaden: Springer VS.
Fuglseth, Kåre. 2015b. Relevant kunnskap? Sosialfenomenologisk grunnlag for erfaringsbasert profesjonsforsking. In Praktisk kunnskap som profesjonsforskning, ed. J. McGuirk and J. S. Methi, 177–196. Bergen: Fagbokforlaget. [ET: Relevant knowledge? Socialphenomenology as basis for experience based professional research]
Gadamer, Hans-Georg. 1990. Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik. (Orig. 1960) Tübingen: Mohr.
Hirst, Paul and Wilfred Carr. 2005. Philosophy and education. A Symposium. Journal of Philosophy and Education 39 (4): 615–632.
Hitzler, Ronald and Thomas Eberle. 2015. Phänomenologische Lebensweltanalyse. In Qualitative Forschung. Ein Handbuch, ed. U. Flick, E. von Kardorff, and I. Steinke, 109–118. Hamburg: Rowolt.
Husserl, Edmund. 2009. Ideen zu einer reinen Phänomenologie und phänomenologischen Philosophie. Hamburg: Meiner.
Knoblauch, Hubert. 2005. Wissenssoziologie. Konstanz: UVK.
Kim, Kwang-Ki and Tim Bernard. 2009. Typification in society and social science. The continuing relevance of Schutz’s socialphenomenology. Human Studies 32: 263–289.
Lindseth, Anders. 2005. Zur Sache der Philosophischen Praxis. Philosophieren in Gesprächen mit ratsuchenden Menschen. München: Alber.
Lindseth, Anders. 2015. Svarevne og kritisk refleksjon. Hvordan utvikle praktisk kunnskap? In Praktisk kunnskap som profesjonsforskning, ed. J. McGuirk and J. S. Methi, 43–60. Bergen: Fagbokforlaget. [ET: The ability to respond and critical reflection. How to develop practical knowledge?]
Lindseth, Anders and Astrid Norberg. 2004. A phenomenological hermeneutical method for researching lived experience. Scandinavian journal of caring science 18: 145–153.
Lippitz, Wilfried. 2003. Differenz und Fremdheit. Phänomenologische Studien in der Erziehungswissenschaft. Frankfurt a. M.: Peter Lang.
Luckmann, Thomas. 1978. Philosophy, social sciences and everyday life. In Phenomenology and sociology, ed. T. Luckmann, 117–253. Middlesex: Penguin.
Luckmann, Thomas. 1990a. Lebenswelt. Modebegriff oder Forschungsprogramm? Grundlagen der Weiterbildung. Zeitschrift für Weiterbilung/Erwachsenbildung im In- und Ausland 1: 9–13.
Luckmann, Thomas. 1990b. Towards a science of the subjective paradigm: Protosociology. Critique and humanism journal, Special issue. Phenomenology as a Dialogue. Dedicated to the 90th anniversary of Alfred Schutz, 9–15.
Luckmann, Thomas. 1992. Theorie des sozialen Handelns. Berlin: de Gruyter.
McGuirk, James. 2013. Dreyfus, Merleau-Ponty and the phenomenology of practical intelligence. Norsk filosofisk tidsskrift 48 (3–4): 289–303.
McGuirk, James and Jan Selmer Methi. 2015. Praktisk kunnskap som profesjonsforskning. Antologi over yrkeserfaringen som utgangspunkt for forståelse av kunnskapsutvikling i praksis. Bergen: Fagbokforlaget. [ET: Practical knowledge as professional research. Anthology concerning professional experience as point of departure for the comprehension of the development of knowledge in practice.]
Meyer-Drawe, Käte. 1982. Lernen als Umlernen. Zur Negativität des Lernprozesses. Lernen und seine Horizonte. In Phänomenologische Konzeptionen menschlichen Lernens. Didaktische Konsequenzen, ed. W. Lippitz and K. Meyer-Drawe, 19–45. Frankfurt a. M.: Scriptor.
Nussbaum, Martha. 1995. Poetic justice. The literary imagination and public life. Boston: Beacon.
Ricoeur, Paul. 1984. Time and narrative. Chicago: University of Chicago Press.
Rombach, Heinrich. 1979. Phänomenologisch Erziehungswissenschaft und Strukturpädagogik. In Erziehungswissenschaft der Gegenwart. Prinzipien und Perspektiven moderner Pädagogik, ed. K. Schaller, 136–154. Bochum: Kamp.
Schutz, A. 1962. Collected Papers 1: The Problem of Social Reality, ed. M. Natanson. The Hague: Martinus Nijhoff.
Schapp, Wilhelm. 1987. In Geschichten verstrickt. Zum Sein von Mensch und Ding. Frankfurt a. M.: Klostermann.
Schütz, Alfred and Thomas Luckmann. 2003. Strukturen der Lebenswelt. Konstanz: UVK.
Seebohm, Thomas. 2004. Hermeneutics. Method and methodology. Dordrecht: Kluwer.
Sokolowski, Robert. 2000. Introduction to phenomenology. Cambridge: Cambridge University Press.
Sævi, Tone. 2015. Phenomenology in educational research. Controversies, contradictions, confluences. In Pädagogische Erfahrungen. Theoretische und empirische Perspektiven, ed. M. Brinkmann, R. Kubac, and S. S. Rödel, 13–31. Wiesbaden: Springer VS.
Van Manen, Max. 2014. Phenomenology of practice. Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press.
Wallander, Lisa and Anders Molander. 2014. Disentangling Professional Discretion. A Conceptual and Methodological Approach. Professions and Professionalism 4 (3): 808–817.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Fachmedien Wiesbaden GmbH
About this chapter
Cite this chapter
Fuglseth, K. (2017). Beyond and behind phronesis, tact, and discretion. In: Brinkmann, M., Buck, M., Rödel, S. (eds) Pädagogik - Phänomenologie. Phänomenologische Erziehungswissenschaft, vol 3. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-15743-2_15
Download citation
DOI: https://doi.org/10.1007/978-3-658-15743-2_15
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-15742-5
Online ISBN: 978-3-658-15743-2
eBook Packages: Social Science and Law (German Language)