Education in Human Creative Existential Planning (Analecta by Anna-Teresa Tymieniecka

By Anna-Teresa Tymieniecka

Education is the transmission of information and talent from one iteration to a different, and is vitally major for the expansion and unfolding of the dwelling person. It manifests the vital skill of the emblems to tell apart existence in self-individualization from inside of, and in its unfold via inter-generative networks. the current choice of papers specializes in the underpinnings of the artistic workings of the human techniques of reason.

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EDUCATION AND ONTOPOIETIC CONCEPTION OF LIFE 43 37 F. Nietzsche, Der Wille zur Macht. Versuch einer Umwertung aller Werthe, ed. O. Weiss, Vols. XV–XVI, Suttgart: Kröner, 1911, Vorwort, §4; transl. ed. W. Kaufmann and R. J. Hollingdale, The Will to Power, New York: Vintage, 1967, Preface, §4. 44 Baumann, Liquid Life, op. , Introduction. , Chapter VI. 46 A-T. Tymieniecka, Tractatus Brevis. First Principles of the Metaphysics of Life Charting the Human Condition: Man’s Creative Act and the Origin of Rationalities, Analecta Husserliana, XXI (1986), p.

Phenomenology as a method of scientific research is especially significant for the development of the social sciences (Luckmann, 1989). Phenomenological investigation includes the real objective world and mental life-processes (Kersten, 1989). Phenomenological investigation targets the experience of pure consciousness of an individual. Phenomenology is concerned with phenomena and their significance. It supports scientific study in all areas because scientific development depends on the ordinary experience of an individual.

So, the main stress was given to knowledge, and then abilities and skills. According to new phenomenological pedagogy, the basic factor for a rational explanation of a human universe may be seen in creative coordinates of a human being’s life-world, in his self-individualization and universe of life itself (2000, pp. 203–204). Phenomenological pedagogy in this sense supports teachers and students in learning and teaching by emphasizing their unique individualities. The current educational system does not support the unique futures and creative acts of students, who need a phenomenological approach to their feelings, thoughts, will, and other experiences.

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