Intersubjectivity, embodiment and enquiry: A Merleau-Ponty and Husserlian informed perspective for contemporary educational contexts.
Saved in:
| Title: | Intersubjectivity, embodiment and enquiry: A Merleau-Ponty and Husserlian informed perspective for contemporary educational contexts. |
|---|---|
| Authors: | Thorburn, Malcolm1 (AUTHOR) Malcolm.Thorburn@ed.ac.uk, Stolz, Steven A.2 (AUTHOR) |
| Source: | Educational Philosophy & Theory. Nov2025, Vol. 57 Issue 12, p1056-1066. 11p. |
| Subject Terms: | *Learning by discovery, *Classroom environment, *Empathy, Intersubjectivity, Phenomenology, Representation (Philosophy) |
| People: | Husserl, Edmund, 1859-1938 |
| Abstract: | This paper progresses a critique on how the writings of selective founding fathers of phenomenology can inform a more structured, insightful, and sensitive approach to contemporary school learning. Specifically, the paper examines how previous Merleau-Pontian informed investigations into intersubjectivity, embodiment and the visibility of experience could benefit from an enhanced engagement with aspects of the semantic contribution of Edmund Husserl's phenomenological thinking. We highlight how Husserl's elaborations on intersubjectivity support a sophisticated ontological awareness of embodiment and discuss epistemological insights on the types of enquiry-based evidence, that is worth reflecting and reviewing upon, and which could support self and shared learning. Informed by these conceptual and practice matters, we offer an extended elaboration of how ecological writer Nan Shepherd articulates on a plethora of sensory based experiential perceptions. Such experiences, we argue, articulate with the theorising of Merleau-Ponty; and in educational contexts with Husserl's attention to enquiry in ways that could heighten students' appreciation of experiential meanings, implicit further meanings, and wider socially shared meanings. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This paper progresses a critique on how the writings of selective founding fathers of phenomenology can inform a more structured, insightful, and sensitive approach to contemporary school learning. Specifically, the paper examines how previous Merleau-Pontian informed investigations into intersubjectivity, embodiment and the visibility of experience could benefit from an enhanced engagement with aspects of the semantic contribution of Edmund Husserl's phenomenological thinking. We highlight how Husserl's elaborations on intersubjectivity support a sophisticated ontological awareness of embodiment and discuss epistemological insights on the types of enquiry-based evidence, that is worth reflecting and reviewing upon, and which could support self and shared learning. Informed by these conceptual and practice matters, we offer an extended elaboration of how ecological writer Nan Shepherd articulates on a plethora of sensory based experiential perceptions. Such experiences, we argue, articulate with the theorising of Merleau-Ponty; and in educational contexts with Husserl's attention to enquiry in ways that could heighten students' appreciation of experiential meanings, implicit further meanings, and wider socially shared meanings. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00131857 |
| DOI: | 10.1080/00131857.2025.2486675 |
