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Die explikative Aufmerksamkeit als Ereignismodus
University of Education Ludwigsburg, Germany. (Tacit Dimensions of Pedagogy)ORCID iD: 0000-0003-0328-1971
2008 (German)In: Körperlichkeit in der Schule: Aktuelle Körperdiskurse und ihre Empirie. Band 1 / [ed] Anja Kraus, Oberhausen: Athena Verlag, 2008, p. 151-184Chapter in book (Refereed)
Abstract [en]

The term attention has a wide spectrum of meaning. Attention is understood as a disposition, sensualistically- intellectually as a composition of contents of consciousness, as a competence or an ability, a cognitive activity or even as an act of will. Attention has been the subject of the empirical psychological and later on educational scientific research since the 19th century. Within the framework of empirical approaches the focus has been mainly laid on the possibilities of a cognitive regulation and manipulation of attention.

The empirical study, which I would like to present on here, has it’s foundations in theory of perception. It uses a research device that belongs to the field of “Artistic Research”. I see the opportunity to put the phenomenological term attention, which has been brought out within this empirical study, in relation to various types of learning that thus can be interpreted as physiologically imparted. These hypothetical correspondences are to be pre-modelled extract-wise in conclusion.

Place, publisher, year, edition, pages
Oberhausen: Athena Verlag, 2008. p. 151-184
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-70398Libris ID: 21528878ISBN: 978-3-89896-340-4 (print)OAI: oai:DiVA.org:lnu-70398DiVA, id: diva2:1179647
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2018-02-02Bibliographically approved

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CiteExportLink to record
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