ABSTRACT

This paper presents findings from a qualitative study among 50 secondary school students from 10 schools in the Netherlands, aiming to understand how they experience ‘presence’ – being fully (with one’s entire being) engaged in the here-and-now – in class. Although presence was a non-regular experience, students experienced it as personally relevant for a broadened worldview and becoming more confident and autonomous in their thinking and acting. Using a phenomenological approach, the authors found three general themes, as well as many variations and nuances within them, in students’ experiences of presence, related to the subject matter, interaction and students’ self. The similarities found in the situational contexts in which presence occurred – meaningfulness, student participation, responsivity and otherness – can inform teaching. Implications for teaching in order to realise such a situational context are discussed.

摘要

本文介绍了从定性研究中对来自荷兰10所学校的50名中学生的调查结果，旨在了解他们如何体验“临在感”-完全（全心全意地）参与现在和现在的课堂。尽管存在是一种非常规的经历，但学生们将其视为与扩大世界观相关的个人经历，并使其思维和行为变得更加自信和自主。使用现象学的方法，作者在学生的在场经历中发现了三个总的主题，以及其中的许多变化和细微差别，与主题，互动和学生的自我有关。在场的情境中发现的相似之处-有意义，学生参与，负责任和其他-可以为教学提供信息。