Praxeology and Phenomenology - a Difficult Relationship
2011 (English)Conference paper, Abstract (Other academic)
The choice of praxeology as the frame to examine tacit dimensions in pedagogy opens up the possibility not to look primarily at pedagogical models and norms, plans and aims, but at pedagogical practices and at concepts of practice in pedagogy. The conceptualization of the relationship between theory and praxis in the diverse concepts of practice is of special interest in order to get a notion of the explicit as well as of the tacit side of practices and of the mode how to reflect these two sides. - Here the general definition of praxeology comes into play: On one side, the term “praxeology” names a specific empirical approach to explore practices, activities, actions, praxis. On the other side it also covers philosophical or sociological theories of action in general.
In my contribution I will stick on the first definition to deepen it by looking at phenomenology. Pierre Bourdieu criticizes phenomenology as a transcendental epistemology. I argue that newer phenomenology, especially bodily phenomenology in contrast to Bourdieus notion opens up the possibility to develop an empirical approach to explore practices, activities, actions, praxis etc. especially by taking their tacit dimensions into account.
Place, publisher, year, edition, pages
negativity of Bildung, implicitness, epoché
Research subject Pedagogics and Educational Sciences
IdentifiersURN: urn:nbn:se:lnu:diva-37235OAI: oai:DiVA.org:lnu-37235DiVA: diva2:749492
2nd Symposium of the scientific network on „Tacit Dimensions of Pedagogy“. Topic: „Praxeology as a Challenge in Pedagogy“ Freie Universität Berlin