ABSTRACT

Following the continental tradition of phenomenological pedagogy, this paper focuses on the lived time and space of school – and on contexts in which school is understood as a democratic community. It does so by comparing and contrasting related works of G.W.F. Hegel (1770–1831), Martinus Langeveld (1905–1989) and Eugen Fink (1905–1975). It shows how, within the school, social questions and problems are transformed into pedagogical ones, allowing pedagogical action to become socially productive. In so doing, it articulates a systematic approach to the general question of purposes of the school as a distinctive social institution with its own logic of teaching and learning.

First, it is shown via Hegel that in school a pedagogical practice is taking place in an institutionalised and artificial manner which is opposed to other social spheres, institutions and practices. With Langeveld the logic of pedagogical action is worked out, in which extrinsic questions and problems are implemented in a temporal, spatial and social pedagogical order. Fink locates school in a dynamic and scientific-technical (post-)modern and (post-)democratic society. In this context he sees the action and communication occurring in school as able to add to the production of meaning and experience.

摘要

遵循现象学教育学的大陆传统，本文着重研究学校的生存时间和空间-以及将学校理解为民主社区的背景。它是通过比较和对比GWF黑格尔（1770–1831），马丁努斯·兰格维德（Martinus Langeveld（1905-1989）和尤金·芬克（Eugen Fink）（1905-1975）的相关作品来做到的。它显示了在学校内部，社会问题和问题是如何转变为教学问题的，从而使教学行动变得具有社会生产力。通过这样做，它阐明了一种系统的方法来解决学校作为具有独特的教学逻辑的独特社会机构的学校宗旨的一般性问题。

首先，通过黑格尔表明，在学校中，教学实践是以一种制度化的，人为的方式进行的，与其他社会领域，机构和实践相反。朗格费尔德（Langeveld）制定了教学行动的逻辑，其中外在的问题和问题按照时间，空间和社会教学的顺序来实施。芬克将学校定位于一个充满活力的科学技术（后）现代和（后）民主社会。在这种情况下，他认为学校中发生的行动和交流能够增加意义和经验的产生。