The Ontology of Adult Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 17-39
Author(s):  
Michael R. Welton
Keyword(s):  
Adult Learning ◽  
Educational Practice ◽  
Human Learning ◽  
Human Condition ◽  
Adult Educators ◽  
The World ◽  
Powerful Means ◽  
Unity In Diversity ◽  
Philosophical Framework ◽  
The Relationship

Jurgen Habermas offered a revolutionary way of thinking about the relationship between knowledge, learning, and the human condition in knowledge and human interests. He provided us with a powerful means of understanding the unity in diversity of human learning. The article presents a philosophical framework that enables vocational and adult educators to situate the orientation of their own educational practice within the three foundational cognitive interests that form irreducible orientations to the world.

scholarly journals The Relationship Between Authority and Authenticity in the Laozi: Employing Wu無 as a Philosophical Framework

Religions ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 79
Author(s):  
Sharon Y. Small
Keyword(s):  
The Political ◽  
Political Aspect ◽  
The People ◽  
The World ◽  
Philosophical Framework ◽  
Generative Processes ◽  
The Relationship ◽  
The Way

Wu 無 is one of the most prominent terms in Ancient Daoist philosophy, and perhaps the only term to appear more than Dao in both the Laozi and the Zhuangzi. However, unlike Dao, wu is generally used as an adjective modifying or describing nouns such as “names”, “desires”, “knowledge”, “action”, and so forth. Whereas Dao serves as the utmost principle in both generation and practice, wu becomes one of the central methods to achieve or emulate this ideal. As a term of negation, wu usually indicates the absence of something, as seen in its relation to the term you 有—”to have” or “presence”. From the perspective of generative processes, wu functions as an undefined and undifferentiated cosmic situation from which no beginning can begin but everything can emerge. In the political aspect, wu defines, or rather un-defines the actions (non-coercive action, wuwei 無為) that the utmost authority exerts to allow the utmost simplicity and “authenticity” (the zi 自 constructions) of the people. In this paper, I suggest an understanding of wu as a philosophical framework that places Pre-Qin Daoist thought as a system that both promotes our understanding of the way the world works and offers solutions to particular problems. Wu then is simultaneously metaphysical and concrete, general, and particular. It is what allows the world, the society, and the person to flourish on their own terms.

Beyond a socio-centric concept of culture: Johann Arnason's macro-phenomenology and critique of sociological solipsism

Thesis Eleven ◽  
2019 ◽  
Vol 151 (1) ◽  
pp. 96-116
Author(s):  
Suzi Adams
Keyword(s):  
Social Change ◽  
Max Weber ◽  
Human Condition ◽  
The World ◽  
Cornelius Castoriadis ◽  
Unity In Diversity ◽  
Nuanced Understanding ◽  
The Human Condition

This essay unpacks Johann Arnason’s theory of culture. It argues that the culture problematic remains the needle’s eye through which Arnason’s intellectual project must be understood, his recent shift to foreground the interplay of culture and power (as the religio-political nexus) notwithstanding. Arnason’s approach to culture is foundational to his articulation of the human condition, which is articulated here as the interaction of a historical cultural hermeneutics and a macro-phenomenology of the world as a shared horizon. The essay discusses Arnason’s elucidation of his theory of culture as a contribution to debates on the ‘meaning of meaning’. It traces its beginnings from his critique of Habermas’s theory of modernity to its development via a trialogue with Max Weber, Maurice Merleau-Ponty, and Cornelius Castoriadis. It argues that Arnason's theory of culture moves beyond socio-centric perspectives, and, in so doing, offers a critique of what we might call sociological solipsism. In decentring society/anthropos, a more nuanced understanding of the human condition as a unity in diversity is achieved. The essay concludes with a discussion of some tensions in Arnason’s understanding of culture, and argues for the importance for incorporating a qualitative notion of ‘movement’ in order to make sense of historical novelty and social change.

Causality Within Complexity

1999 ◽  
Vol 11 (1) ◽  
pp. 141-156
Author(s):  
Nicanor P. G. Austriaco ◽  
Keyword(s):  
Complex Systems ◽  
Scientific Method ◽  
Holistic Approach ◽  
Human Condition ◽  
Middle Ground ◽  
Philosophy Of Nature ◽  
The World ◽  
Philosophical Framework ◽  
Modern Era ◽  
The Universe

By nature, every man is a philosopher who continuously seeks explanations for both the universe and the human condition. In the modern era, scientific explanations based on the scientific method and its accompanying philosophical framework of quantification, naturalism, and reductionism have obscured other approaches to explaining the world. Curiously, the emerging science of complexity and complex systems is challenging scientists to develop a more holistic approach to nature. The resulting more comprehensive view of nature combines traditional modeling based on the scientific method and empirical verification, complemented by modeling based upon philosophical principles. Aristotle's philosophy of nature suggests a model of complex systems which is both intellectually satisfying and complementary to the mathematical models already in use. The rediscovery of a philosophy of nature would contribute to a holistic worldview, providing a neutral middle ground in the science-religion dialogue.

From Logos to Eros and Back Again

2015 ◽  
pp. 37-50 ◽  
Author(s):  
Al Lauzon
Keyword(s):  
Informal Learning ◽  
Tacit Knowledge ◽  
Adult Educators ◽  
The World ◽  
Way Of Knowing ◽  
The Relationship ◽  
Forms Of Knowledge ◽  
Learner Experience

This chapter begins by highlighting both the centrality of learner experience and the challenges it presents to adult educators. This provides an overall context for situating the main focus of this chapter—tacit knowledge and its relationship to informal learning. This chapter then provides an articulation of the foundation of tacit knowledge, an unbounded and undisciplined knowledge characterized as a product of Eros rather than Logos, a knowledge that is both participatory and intimate. It is then argued that this form of knowledge requires an emergent way of knowing the world called vision-logic, followed by an exploration of how temporally and spatially bound knowledge is developed out of interacting knowledges. The chapter concludes by examining the relationship between knowledge grounded in Eros with knowledge grounded in Logos, arguing that these two forms of knowledge are complementary.

scholarly journals Knjiga za zombije. O programiranoj budućnosti i pisanju bez posljednje svrhe

2019 ◽  
pp. 173-189
Author(s):  
Žarko Paić
Keyword(s):  
Mass Media ◽  
Modern Art ◽  
Contemporary World ◽  
Reference Framework ◽  
The World ◽  
Powerful Means ◽  
Media Interaction ◽  
Ways Of Thinking ◽  
The Relationship

The article deals with the analysis of the relationship between art, literature, and democracy, starting with the interpretation of Deleuzeʼs reading of D.H. Lawrence, Apocalypse. It is shown that in the contemporary world we are faced with a radical turn of knowledge, values and ways of thinking. Instead of the word prophecy, the act becomes a vision of transparency that has its most powerful means in the logic of mass media interaction. Hence the image that precedes the world has the potential for transforming the idea of the Book into a post-apocalyptic era of visualization of objects. With the help of Deleuzeʼs concepts such as multitude, difference and becoming, the article focuses on the criticism of the democratic emptiness of the world from which the secret has disappeared, and there has been only writing for survivors, the Book for Zombies. Is this a metaphysical testament at the time when writing has nothing more to do with the reference framework of modern art, when a change in the society could still set goals and tasks?

scholarly journals Portugal, Europa e o mundo: condição humana e geopolítica na filmografia de Manoel de Oliveira

2010 ◽  
Vol 30 (43) ◽  
pp. 109
Author(s):  
Carolin Overhoff Ferreira
Keyword(s):  
Human Condition ◽  
Universal Method ◽  
The World ◽  
The Impact ◽  
The Relationship ◽  
The Human Condition

<p>Este ensaio visa esclarecer como Manoel de Oliveira  desenvolveu o seu método universalista, ou seja, a sua  tendência de buscar no particular conclusões generalizantes  sobre os dilemas da condição humana perante as alterações  geopolíticas sofridas por Portugal, a Europa e o mundo  ao longo dos últimos oitenta anos da sua atividade.  Reconstroem-se, consequentemente, as relações entre a sua  preocupação com a condição humana e o impacto dos  cambiantes contextos nos quais tem filmado , desde 1931.  Estas dimensões compreendem o local – sobretudo através  da região do Porto e do Douro –, o nacional – em relação  à identidade do seu país –, o supranacional – devido à  adesão de Portugal à Comunidade Europeia, em 1986 –,  o transnacional – devido à história portuguesa e às  explorações marítimas, bem como o global – como  resultado dos efeitos da globalização que Portugal sofreu  a partir dos anos noventa.</p><p>This essay analyses how Manoel de Oliveira has framed  his universal method, that is, his tendency to look for  generalising conclusions about the dilemma of the human  condition within specific contexts during the eighty years  of his filmmaking activity, by taking into consideration the  geopolitical changes suffered by Portugal, Europe and the  world. Accordingly, I will reconstruct the relationship  between his interest in the human condition and the impact of the changing conditions in which he has produced films since 1931. The scales include the local –  mainly Porto and the Douro region –, the national – with  regard to his countries’ identity –, the supranational – given  Portugal’s history and the maritime explorations, as well  as the global – as a result of globalisation’s effects on  Portugal from the 90s onwards.</p>

scholarly journals A Case for Mezirow’s Transformative Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Rieswan Pangawira Kurnia
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Transformative Learning ◽  
Frame Of Reference ◽  
Adult Educators ◽  
Transformative Learning Theory ◽  
Transformation Theory ◽  
Childhood Experience ◽  
Self Reflection ◽  
The World

<p>Jack Mezirow’s transformative learning theory is one of the most referenced adult education theories. In his theories, transformative learning is the process of effecting change in a frame of reference, using structures of assumption to understand our experiences. Transformative learners move toward a frame of reference with more inclusive self-reflection and more integration of experience. Adult educators should help students become aware and critical of assumptions, their own, and others’. As adult learners, we should be part of transformative learning by being critical with our frames of reference, starting from understanding the world unconsciously in childhood experience, and moving toward a frame of reference with more self-reflection and integration of experience. We should understand the forms, autonomous thinking in transformation theory, and the two domains of learning—instrumental and communicative—as well as their definitions, comparisons, and applications in adult learning. Our experience’s premises, distortions, and situations should be identified and analysed through a transformative lens. Our meaning perspectives are broadened as they are challenged through many deformations and reformations.</p>

Play and the Human Condition

2015 ◽  
Author(s):  
Thomas S. Henricks
Keyword(s):  
Social Identity ◽  
General Theory ◽  
Human Body ◽  
Human Condition ◽  
Human Freedom ◽  
The World ◽  
Contemporary Life ◽  
Play Styles ◽  
The Relationship ◽  
The Human Condition

This book brings together ways of considering play to probe its essential relationship to work, ritual, and communitas. The book examines the causes, consequences, and contexts of play. Focusing on five contexts for play—the psyche, the human body, the environment, society, and culture—the book identifies conditions that instigate play, and comments on its implications for those settings. The book explores how we learn about ourselves and the world, and about the intersection of these two realms, through acts of play. Offering a general theory of play as behavior promoting self-realization, it articulates a conception of self that includes individual and social identity, particular and transcendent connection, and multiple fields of involvement. It also evaluates play styles from history and contemporary life to analyze the relationship between play and human freedom. The book shows how play allows us to learn about our qualities and those of the world around us—and in so doing make sense of ourselves.

Kazakhstan’s Economic Growth in the Context of the World Economy

2006 ◽  
pp. 133-146 ◽  
Author(s):  
K. Arystanbekov
Keyword(s):  
Economic Growth ◽  
Economic Policy ◽  
World Economy ◽  
World Ocean ◽  
Direct Access ◽  
Crude Petroleum ◽  
Nation States ◽  
The World ◽  
The Relationship

Kazakhstan’s economic policy results in 1995-2005 are considered in the article. In particular, the analysis of the relationship between economic growth and some indicators of nation states - population, territory, direct access to the World Ocean, and extraction of crude petroleum - is presented. Basic problems in the sphere of economic policy in Kazakhstan are formulated.

Virginia Woolf and Being-in-the-world

2017 ◽  
Author(s):  
Emma Simone
Keyword(s):  
Virginia Woolf ◽  
Historical Context ◽  
The Political ◽  
Cartesian Dualism ◽  
Self And Other ◽  
The World ◽  
Binary Oppositions ◽  
The Individual ◽  
The Relationship ◽  
Existential Perspective

Virginia Woolf and Being-in-the-world: A Heideggerian Study explores Woolf’s treatment of the relationship between self and world from a phenomenological-existential perspective. This study presents a timely and compelling interpretation of Virginia Woolf’s textual treatment of the relationship between self and world from the perspective of the philosophy of Martin Heidegger. Drawing on Woolf’s novels, essays, reviews, letters, diary entries, short stories, and memoirs, the book explores the political and the ontological, as the individual’s connection to the world comes to be defined by an involvement and engagement that is always already situated within a particular physical, societal, and historical context. Emma Simone argues that at the heart of what it means to be an individual making his or her way in the world, the perspectives of Woolf and Heidegger are founded upon certain shared concerns, including the sustained critique of Cartesian dualism, particularly the resultant binary oppositions of subject and object, and self and Other; the understanding that the individual is a temporal being; an emphasis upon intersubjective relations insofar as Being-in-the-world is defined by Being-with-Others; and a consistent emphasis upon average everydayness as both determinative and representative of the individual’s relationship to and with the world.

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