What do the philosophies of phenomenological scholars such as Husserl, Heidegger and Merleau-Ponty tell us about education in South Africa? How can we use the philosophies of these scholars to develop the minds of our learners and students holistically? Drawing from Husserl’s “lifeworld theory,” Heidegger’s notion of Dasein and Merleau-Ponty’s “lived body theory,” this paper argues for a shift towards a philosophy of “lived experience” in the classroom that views the “body,” which is often dismissed in an educational setting, as an authentic, intelligible and privileged metaphysical object for learning. We argue that teaching should not promote a domain-specific epistemological ethos to open up new pathways to knowing and understanding the natural world, but instead should adopt a body-specific ethos that leads to a process of understanding our “true self,” “true nature” or “true humanity.” This means that education structured around preparing the masses for the corporate world should therefore not be our aim, but rather nurturing “body knowledge” that is already there.

中文翻译：

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身为盲点：走向生活经验和特定于身体的教育哲学

侯赛尔，海德格尔和梅洛-庞蒂等现象学学者的哲学向我们介绍了南非的教育情况吗？我们如何运用这些学者的思想来全面地培养学习者和学生的思想？借鉴胡塞尔的“生活世界理论”，海德格尔关于此在的概念和梅洛-庞蒂的“活体理论”，本文主张转向“生活经验”的哲学。在观看“身体”的教室里 它在教育环境中经常被当作真正的，可理解的和有特权的形而上学对象，在学习中被忽视。我们认为，教学不应促进特定领域的认识论精神，以开辟新的途径来了解和理解自然界，但是相反，应该采用特定于身体的精神，从而导致人们理解我们的“真实自我”。“真正的自然” 或“真正的人类”。因此，这意味着围绕为企业界做好准备的群众的教育不应成为我们的目标，而应培养“身体知识”。那已经在那里。