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Phenomenological-Pragmatist Perspective of Philosophy of Education
Abstract
The connection between pragmatism and phenomenology (Heideggrian) is not quite common in the history of philosophy. Partly because pragmatism is typically American and phenomenology continental, because of political developments in the 20th century and specific other emphases or schools of thought, this chapter aims to show their interconnection, not in general, but on themes and perspectives that are determinative for the philosophy of education. The latter can commonly be seen in pragmatism, less often in a phenomenological perspective, and quite rarely in considerations associated with Heideggrianism. However, the interconnection of these two worlds is fundamental to thinking about the nature of education, as this chapter illustrates through three themes: science and technology, the question of corporeality, and the emphasis on process rather than state or entity. These elements form the core of a new synthesizing philosophy of education.
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