Kritiske refleksjonar om praksiskunnskapens stilling i det obligatoriske grunnskuleløpet – Ein fenomenologisk analyse av møtet mellom pensum og elev
In both phenomenology and theory of practical knowledge rationality, the lifeworld is considered to be the source of valid knowledge. The distinguishing characteristics of the lifeworld are its temporary, subjective and ambiguous nature, and the fact that it is historically situated. Husserl considers it crucial, therefore, to transcend all predicative premises in order to lay the foundation for valid knowledge. He encourages us to question traditions that are so integral to our culture that we perceive them as original. He defines tradition as the sediments of meaning that are embedded in situations and people who live today. Viewed from this perspective, the excessively theoretical curriculum in compulsory education can be perceived as a tradition we no longer question. The question is which groups of students suffer from this situation; and the probable answer is: the students who struggle with the theory. But shouldn`t all students experience meaningful and relevant learning in order to better understand the world and develop? Husserl and Merleau-Ponty argue that the individual acquires valid knowledge exclusively through subjective, concrete, bodily and meaningful experiences.
In this article, I employ phenomenology as a philosophy of science to revitalize practical knowledge, which has traditionally been devalued in schools. Furthermore, I challenge the dogmatism of the traditional curriculum and stress the importance of including a broader and more representative selection of knowledge in compulsory education.
Published: 31 December, 2017.
Citation: Grethe Nina Hestholm. «Kritiske refleksjonar om praksiskunnskapens stilling i det obligatoriske grunnskuleløpet – Ein fenomenologisk analyse av møtet mellom pensum og elev.» Nordisk tidsskrift for pedagogikk og kritikk, Vol. 3, 2017, pp. 1–18. http://dx.doi.org/10.23865/ntpk.v3.503
Authors contributing to The Nordic Journal of Pedagogy and Critique retain the copyright of their article but agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.