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Otto Friedrich Bollnow und John Dewey im Dialog

Zurück zum Heft: Phänomenologische Forschungen 2019-2: Phenomenology and Pragmatism
DOI: 10.28937/1000108362


  • | Kapitel kaufen Cover1
  • | Kapitel kaufen Inhaltsverzeichnis3
  • | Kapitel kaufen Introduction: Phenomenology and Pragmatism5
  • | Kapitel kaufen Sami Pihlstrçm: Pragmatism and the Phenomenology of Suffering: Remarks on Antitheodicy Detachment, and Embodied Subjectivity13
  • | Kapitel kaufen Ryosuke Ohashi,: Phainomenon‘ und ,Pragma‘ aus euro-japanischer Perspektive – Zur Idee des ,phänomenologischen Pragmatismus‘ im Geschichtsdenken31
  • | Kapitel kaufen Matthias Jung: Philosophie als Wissenschaft? Der gesellschaftliche Ort philosophischen Denkens bei Dewey und Husserl45
  • | Kapitel kaufen Niels Weidtmann: Erfahrung in Pragmatismus und Phänomenologie – Von der Erfahrung der Wirklichkeit zur Wirklichkeit der Erfahrung65
  • | Kapitel kaufen Sebastian Luft: Phenomenology without Foundations = Pragmatism? – Or: What is Left of Phenomenology After a Pragmatic Critique91
  • | Kapitel kaufen Karin Amos: Otto Friedrich Bollnow und John Dewey im Dialog115
  • | Kapitel kaufen Sara Heinämaa: Epoché as Personal Transformation – On the Similarities between the Philosophical Changeof Attitude and Religious Conversions133
  • | Kapitel kaufen Jason Bell: Lotze’s System SIGMA: An Inspiration for Pragmatic ‘Internal and External Meaning of Ideas’and Phenomenological ’Intentionality’?161
  • | Kapitel kaufen Steven Crowell: Transcendental Phenomenology as Irony?187
  • | Kapitel kaufen Autorinnen und Autoren207


The contribution inquires what impact pragmatism and phenomenology had and still have on education? A logical starting point to answer this question is to back to the roots as it were and to relate Otto Friedrich Bollnow and John Dewey with respect to their understanding of experience and the role experience plays in education. Both have defended their understanding of experience in the context of major debates in the field of education. Dewey in 1938 after facing major criticism for the idea of a progressive education, which defines the foundations of the the process of learning on experiences rather than on a canon of knowledge. Bollnow positions himself in the methodological dispute of the 1960s and 1970s concerning a philosophical versus an empirical approach in education. Focusing on experience, Bollnow takes a third position in this debate, arguing that experience, while being empirical, needs to be interpreted hermeneutically. Amos points out that Bollnow and Dewey share the quest for orienting education toward experience, but also draws attention to some major differences. Dewey’s account of experience is an optimistic one. Bollnow on the other hand points to the danger of incrustation and rigidity of well-experienced positions.