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ERIC Number: EJ1062755
Record Type: Journal
Publication Date: 2015-Jun
Pages: 26
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-1871-1502
"Enracinement" or the Earth, the Originary Ark, Does Not Move: On the Phenomenological (Historical and Ontogenetic) Origin of Common and Scientific Sense and the Genetic Method of Teaching (For) Understanding
Roth, Wolff-Michael
Cultural Studies of Science Education, v10 n2 p469-494 Jun 2015
For many students, the experience with science tends to be alienating and uprooting. In this study, I take up Simone Weil's concepts of "enracinement" (rooting) and "déracinement" (uprooting) to theorize the root of this alienation, the confrontation between children's familiarity with the world and unfamiliar/strange scientific conceptions. I build on the works of the phenomenological philosopher Edmund Husserl and the German physics educator Martin Wagenschein (who directly refers to Weil's concepts) to make a case for the rooting function of original/originary experiences and the "genetic method" to science teaching. The genetic approach allows students to retain their foundational familiarity with the world and their descriptions thereof all the while evolving other (more scientific) ways of explaining natural phenomena.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A