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Learning-as-Experience: A Phenomenological Account of Educative Erlebnis
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0008-0328-1971
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The event of learning is the Achilles heel of the “discourses” or “language[s] of learning” dominant in education today (Meyer-Drawe 2008; Biesta 2012). We have almost no empirical access to or control over this event. It can’t be caused or guaranteed, and its occurrence is visible (if at all) only post facto, e.g. as learning results. For phenomenology, however, learning-as-experience forms a key moment in lived experience (Erlebnis). It appears as something that occurs and can be fostered through the variation of experience known in phenomenology as the epoché or reduction. In describing learning-as-experience, this paper sheds new light on contemporary discourses of learning—from the intricacies of the learning sciences to the effortful learning advocated by the growth mindset. 

Place, publisher, year, edition, pages
2019.
Keywords [en]
pedagogical learning theory, body-phenomenology, continental pedagogy
National Category
Educational Sciences
Research subject
Educational Science
Identifiers
URN: urn:nbn:se:su:diva-171537OAI: oai:DiVA.org:su-171537DiVA, id: diva2:1342649
Conference
American Educational Research Association (AERA), Leveraging Education Research in a "Post-Truth" Era: Multimodal Narratives to Democratize Evidence, Toronto, Canada, April 5-9, 2019
Projects
Tacit Dimensions of PedagogyAvailable from: 2019-08-14 Created: 2019-08-14 Last updated: 2019-08-26Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Output format
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