Presentation of knowledge in the classroom through language. A look from Merlau-Ponty's phenomenology.
Based on some theoretical elements taken from the approach of Merlau-Ponty -Alter, intersubjetivity, relationals links and sensation-, it is reconstructed the look that of the knowledge and of the subject that knows has the phenomenological proposal of the author. They are then used as tools of anal...
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| Format: | Article |
| Language: | English |
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Asociación Latinoamericana de Filosofía de la Educación
2017-04-01
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| Series: | IXTLI |
| Online Access: | http://ixtli.org/revista/index.php/ixtli/article/view/75 |
| Summary: | Based on some theoretical elements taken from the approach of Merlau-Ponty -Alter, intersubjetivity, relationals links and sensation-, it is reconstructed the look that of the knowledge and of the subject that knows has the phenomenological proposal of the author. They are then used as tools of analysis to observe a hypothetical situation in the classroom, giving special importance to the “experiential feeling”, rather than to the intellectual processes, as the first way through which the subject approaches knowledge. Finally, the possibilities of both the cognitive and the social order can be found in a view of the classroom based on phenomenology. |
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| ISSN: | 2408-4751 |