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ERIC Number: EJ985885
Record Type: Journal
Publication Date: 2012-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0013-1857
A Lifeworld Critique of "Nature" in the Taiwanese Curriculum: A Perspective Derived from Husserl and Merleau-Ponty
Hung, Ruyu
Educational Philosophy and Theory, v44 n10 p1121-1132 Dec 2012
Learning about "nature" has particular significance for education because the idea of nature is an important source of inspiring meaning-rich experience and creation. In order to have meaningful experiences in learning and living, this paper argues for a personal subject-related lifeworld approach to the learning of "nature". Many authors claim that the lifeworld-led learning approach helps to enrich educational experience. However, there can be various interpretations of the lifeworld approach, as the concept of lifeworld is diversely understood. This paper proposes a personal, subject-related lifeworld approach from a Husserlian-Merleau-Pontian perspective. I suggest that it holds great potential for improving our current curriculum which suffers from meaning-impoverishment. This paper comprises the following parts: the elucidation of the lifeworld approach to learning, a demonstration of the flaws of current curricula by discussing and analysing the Taiwanese curriculum guidelines, and an exposition of the contribution of the Husserlian-Merleau-Pontian lifeworld approach towards improving our current curriculum.
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan