期刊名称：Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education
印刷版ISSN：1970-2221
出版年度：2018
卷号：13
期号：2
页码：49-73
DOI：10.6092/issn.1970-2221/8594
语种：English
出版社：Dipartimento di Scienze Dell’Educazione «Giovanni Maria Bertin» - Università di Bologna
其他摘要：Phenomenological Pedagogy shares theoretical ground with many other perspectives which have brought forward the idea of the discursive constitution of reality. Although highly diverse, these perspectives may be seen to have a family resemblance in Wittgensteinian sense. In this article, I propose an overview of them, starting with a presentation of the most consolidated and authoritative traditions, which may be considered the forefathers of the phenomenological family – having promoted the idea of the constitution of reality through the discursive practices of everyday life . Some aspects of Conversation Analysis, a discipline specialized in bringing out the phenomenally high density of everyday interactions, will be discussed. Finally, various currents of the Applied Conversation Analysis will be presented to suggest how the research approach developed in these areas of concern could be of great inspiration for educational research rooted in (re-)thinking the mind, culture and language “phenomenologically”.
其他关键词：Phenomenological Pedagogy;situated interaction;agency of language;Conversation Analysis;institutional accountability
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