The Teaching of the Philosophical Concepts Underlying Hermeneutical Phenomenology

Researchers who plan to utilize the methodological approach of hermeneutical phenomenology must first understand the philosophical assumptions that provide the epistemological foundation for this methodology. The objective of this chapter is to present a set of resources for instructors of research methodology coursework, specifically instructors who aim to introduce students to the research methodology of hermeneutical phenomenological inquiry. The core philosophical concepts discussed in this chapter are 1) the phenomenological attitude, 2) hermeneutics as way of being, 3) the four lifeworld existentials, and 4) the significance of mood. This chapter will begin by presenting a brief summary of these four philosophical concepts. Then, this chapter will introduce three frameworks of curriculum theory, specifically as related to the use of curricular objectives in the practice of teaching. Finally, this chapter will present five distinct approaches to lesson planning and will apply each lesson planning approach to the teaching of these four core philosophical concepts.

Theme of Trust Between Epistemology and Ethics

The article aims to clarify the philosophical path around the theme of trust; the relevance of this philosophical category is linked to both the epistemological and ethical dimensions. The problem of the risk of trust is the ethical philosophy of our time, above all because of the phenomenon of migration, the recent pandemic, the economic and political question. Returning to the work of David Hume we try to explain the empirical analysis of this theme in a perspective of a new era of trust. The epistemological foundation of trust clarifies the relationship with justice and pluralism, a source of positive resources but also of important problems.

The realist science of politics: the art of understanding political practice

Classical Realism represents a science of politics that is distinct from the conventional understanding of science in International Relations. The object of Realist science is the art of politics, which is the development of a sensibility based on practical knowledge to balance values and interests and to make judgments. Realism’s science and its object led to its tagging as “wisdom literature.” This article illustrates that reading Hans Morgenthau’s and Raymond Aron’s work shows how their hermeneutic form of enquiry provides insights into the character of international politics, which conventional understandings do not. Following the example of Morgenthau, the article, first, illustrates how Realism, rather than providing a theory of practice, builds on a science with the purpose to judge knowledge. Realism’s science analyzes the objective conditions of politics, theorizes them, and takes into account the requirements of political practice under contingencies and considerations of morality. The article, second, examines Aron’s take on political practice in the context of the Cold War and politics that built on knowledge without experience to judge knowledge. Morgenthau and Aron’s science helps to capture Realism’s take on politics as an art, how to explicate Realism’s epistemological foundation and value in studying international politics. Doing so, the article, third, contributes to practice theory by clarifying several aspects of Realism’s science. In particular, it shows how Realism captures the art of politics by conceptualizing practice as a form of human conduct thereby offering a more coherent notion of practice than current practice theory.

Understanding and explanation. Paul Ricœur and human geography

The aim of my paper is to put Ricœur’s philosophy in dialogue with human geography. There are at least two good reasons to do so. The first concerns the epistemological foundation of geography: Whereas humanistic or phenomenological geographers inspired by Heidegger or, to a lesser extent, by Merleau-Ponty have sometimes taken on an anti-scientific approach, the Ricœurian articulation of understanding and explanation may contribute to building a bridge between the experiential side of place-meanings and the scientific explanations of spatial elements and their relationships. The second reason has to do with the application of the Ricœurian “model of the text” to landscape: It is a direction that Ricœur never explicitly took, but it is worth exploring, especially considering that “landscape as a text” was quite a popular metaphor among human geographers in the 1980s and 1990s. In this paper I will discuss both issues in order to outline a “Ricœurian path to geography,” which, while never explicitly developed by the philosopher, may represent an innovative and fruitful actualization of his thought.

The Interactive Management of the SARS-CoV-2 Virus: The Social Cohesion Index, a Methodological-Operational Proposal

This contribution places itself within the emergency context of the COVID-19 spread. Until medical research identifies a cure acting at an organic level, it is necessary to manage what the emergency generates among the members of the Community in interactive terms in a scientific and methodologically well-founded way. This is in order to promote, among the members of the Community, the pursuit of the common aim of reducing the spread of infection, with a view to community health as a whole. In addition, being at the level of interactions enables us to move towards a change of these interactions in response to the COVID-19 emergency, in order to manage what will happen in the future, in terms of changes in the interactive arrangements after the emergency itself. This becomes possible by shifting away from the use of deterministic-causal references to the use of the uncertainty of interaction as an epistemological foundation principle. Managing the interactive (and non-organic) fallout of the emergency in the Community is made possible by the formalisation of the interactive modalities (the Discursive Repertories) offered by Dialogical Science. To place oneself within this scientific panorama enables interaction measurements: so, the interaction measurement indexes offers a range of generative possibilities of realities built by the speeches of the Community members. Moreover, the Social Cohesion measurement index, in the area of Dialogical Science, makes available to public policies the shared measure of how and by how much the Community is moving towards the common purpose of reducing the contagion spread, rather than moving towards other personal and not shared goals (for instance, having a walk in spite of the lockdown). In this index, the interaction between the Discursive Repertories and the “cohesion weight” associated with them offers a Cohesion output: the data allow to manage operationally what happens in the Community in a shared way and in anticipation, without leaving the interactions between its members to chance. In this way, they can be directed towards the common purpose through appropriate interventions relevant to the interactive set-up described in the data. The Cohesion measure makes it possible to operate effectively and efficiently, thanks to the possibility of monitoring the progress of the interventions implemented and evaluating their effectiveness. In addition, the use of predictive Machine Learning models, applied to interactive cohesion data, allows for immediate and efficient availability of the measure itself, optimising time and resources.

A usabilidade dos dispositivos móveis no ambiente escolar

The immersion of students in the school environment impacted by digital technologies, available on mobile devices, presents a significant increase due to the ease of communication and the possibility to remain informed and connected. The objective is to design as an investigative resource the students' behavior and understanding of State Law no. 18.118 / 2014 with a diagnosis that explores the usability of mobile devices in the school environment. The subjects studied are students of two classes of the third year of high school morning of a state public school in Curitiba PR. When considering educational practices, this article discusses the inhibitory nature of the usability of mobile devices in the school environment set forth in this law. The epistemological foundation will be Vygotsky's theory of mediation (2000; 2004). The diagnosis will be through the methodology classified as the objectives in an exploratory-descriptive way with qualitative-quantitative nature seen as complementary. The choice of the object of study benefits from the technique of data collection through the questionnaire in Google with online forms, by observation and bibliographic research. It will be classified as data analysis and content analysis technique with descriptive statistics to analyze the connection of students with the use of mobile devices integrated in the school environment and with learning beyond school walls. The results indicated the involvement of the students, and, in this context, it is indicated that the subjects investigated are understood by the students and practiced by them, dynamizing the school routine of the high school. The usability of mobile devices in the construction of knowledge requires a more in-depth discussion about their effectiveness, as well as making compatible the possibilities of these technologies that become instruments in pedagogical and didactic application.

Menschliche Individualität

It is part of our self-understanding as humans to ascribe individuality to. But what our particular individuality consists of cannot be generally determined, because the concept of individuality aims precisely at the uniqueness and unmistakability of each individual. A philosophical theory of human individuality must therefore essentially be a theory of human self-understanding. The book substantiates this thesis both in philosophical-historical and in philosophical-systematical perspective. The author takes up problem descriptions from the founding phase of human sciences in the 19th century and develops a proposal that identifies a specifically human type of epistemic access to oneself as an essential characteristic of human individuality. The epistemological foundation of philosophical anthropology presented in this study is thus simultaneously an innovative contribution to the hermeneutics of the human self.

Meaning Making Change

This chapter describes how an interpretive phenomenological analysis (IPA) study generated perceived risk for stakeholders and for participants. Here, perceived risk was interpreted through discourses and practices specific to intimate partner violence contexts that influenced intimate partner violence professionals' subjective experiences. These risk-responses were a fundamental threat to the purpose of the research: to contribute to meaningful change for the participants in their contexts. The clash between the research aim and the risk-responses opened a theoretical space for reflection about power and knowledge relationships in lived experience and meaning-making in IPA research. Specifically, this chapter addresses the question of whether the current epistemological stance grounding IPA research leads to meaning-making that reproduces knowledge in a form that overlooks the omnipresent influence of power and knowledge dynamics. Butler's philosophies of power, knowledge, subjectivity, and performativity are explored as means of expanding the epistemological foundation of IPA.