作者: Junction 時間: 2025-3-21 21:42 作者: 踉蹌 時間: 2025-3-22 03:00 作者: affluent 時間: 2025-3-22 04:46 作者: 紡織品 時間: 2025-3-22 09:14
The Breath and the Heart. Phenomenological Perspectives from the Hebrew Paradigmnd the heart play a special role in understanding the unity of feeling and understanding in reason. In Hebrew thought, the determination of Being Human can never be understood without the integration of history. In Hebrew thought, history refers above all to the Exodus with its dialectic of enslavem作者: indicate 時間: 2025-3-22 14:14
Negative Emotions and Learning the sense of an emotion which we normally try to avoid and which does not leave us unchanged. However, from a life-world-perspective, this ‘positive’ view on negative emotion doesn’t seem too convincing after all. Why should learners who experience negative emotions strive to push their learning pr作者: indicate 時間: 2025-3-22 20:04 作者: NAUT 時間: 2025-3-23 00:18 作者: arrogant 時間: 2025-3-23 04:45 作者: 準(zhǔn)則 時間: 2025-3-23 06:59
Value-Feeling and Moral Education: Pedagogical Remarks on Dietrich Von Hildebrand’s Phenomenologymely, his PhD Thesis and Habilitationsschrift, entitled . respectively—will be considered insofar as they include an account of the intentional act of value-feeling .. This recalls the main claims on emotions shared by the members of the Munich and Gottingen Circle: i.e., the stratification of emoti作者: MAL 時間: 2025-3-23 13:18
A Critical (Personalistic) View of Feelings – Agnes Heller’s Theory as a Snatch of Thought of an Edu, an introduction in Heller’s way of Marxist thinking will be given. This also shows a closeness to praxeological and personalistic thinking, which is shown by the figure of thought “involviert sein” (being involved). This also helps to understand Heller’s theory of feelings as a sociological-philos作者: Incumbent 時間: 2025-3-23 15:22
Meaning and Practice of Teachers’ Love towards Learners in the Perspective of the Phenomenology of F boundless fullness. Love here refers to the heart’s openness to someone or something, which can be felt through different values. Teachers’ love means that the teachers’ hearts are open to the learners’ growth and development. As for teachers, the responsibility “towards learners” is of higher valu作者: Iniquitous 時間: 2025-3-23 18:06
978-3-658-34123-7The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Fachmedien Wies作者: Abnormal 時間: 2025-3-24 01:21
Emotion – Feeling – Mood978-3-658-34124-4Series ISSN 2512-126X Series E-ISSN 2512-1278 作者: NUL 時間: 2025-3-24 06:16 作者: hypnogram 時間: 2025-3-24 10:15
Introduction,tentional correlatives of feelings and emotions as well as the specific relations to others and the world in certain moods. Phenomenological research on education has opened a perspective on Bildung . emotions and Bildung . emotions, which takes a stance against a logic of optimization, regulation, and rationalization of emotions.作者: 食品室 時間: 2025-3-24 11:38
https://doi.org/10.1007/978-3-658-34124-4Emotion; Education of the Heart; Affects; Phenomenology of Affectivity; Negative Emotions; Shame; Disquiet作者: 妨礙 時間: 2025-3-24 15:52 作者: Parameter 時間: 2025-3-24 19:35
Ph?nomenologische‘Erziehungswissenschafthttp://image.papertrans.cn/e/image/308651.jpg作者: 半圓鑿 時間: 2025-3-25 03:07 作者: 箴言 時間: 2025-3-25 05:00
Otto Sterns Ver?ffentlichungen – Band 3ceptivity or passivity, in affective experience, is always counterbalanced by responsivity and intentionality. In our time, emotionalism has taken the driving seat: the striving for ‘strong emotions’ that characterizes contemporary life is associated to a superficiality and inconsistency of feeling 作者: Harness 時間: 2025-3-25 08:19
Publikationsliste von Otto Stern, based on the relationship between humanity and emotion. The first part of this study shows that moral emotion is the criterion of humanity, focusing on the concept of . (仁) of Confucius and four moral emotions of Mencius. The second part of this study focuses on Zhu Zi’s thoughts on the relation of作者: 神化怪物 時間: 2025-3-25 12:44 作者: 易碎 時間: 2025-3-25 16:51 作者: 龍蝦 時間: 2025-3-25 23:39
Otto Sterns gesammelte Briefe – Band 3 the sense of an emotion which we normally try to avoid and which does not leave us unchanged. However, from a life-world-perspective, this ‘positive’ view on negative emotion doesn’t seem too convincing after all. Why should learners who experience negative emotions strive to push their learning pr作者: occult 時間: 2025-3-26 00:20
https://doi.org/10.1007/978-3-662-00949-9xtual interpretation of educational realities through the categories such as ‘lifeworld’, body, milieu and behaviour which are ‘realistic traces’ in the late phenomenological tradition, or as a ‘phenomenal’ analysis of children’s behaviour and perception. Though it being rare examples, there have be作者: KIN 時間: 2025-3-26 06:23 作者: Inscrutable 時間: 2025-3-26 11:45
https://doi.org/10.1007/978-3-322-93840-4 forms of life none of which can be reduced to another one or explained in terms of another one. Taking her bearings from Eugen Fink and Klaus Mollenhauer, the author seeks to clarify the existential difference between being-an-adult and being-a-child. For this purpose, she addresses Heidegger’s and作者: Alveolar-Bone 時間: 2025-3-26 14:59
Ouderen in de geestelijke gezondheidszorgmely, his PhD Thesis and Habilitationsschrift, entitled . respectively—will be considered insofar as they include an account of the intentional act of value-feeling .. This recalls the main claims on emotions shared by the members of the Munich and Gottingen Circle: i.e., the stratification of emoti作者: Tremor 時間: 2025-3-26 18:04
R. Starmans,A. Linders,P. T. L. A. Falke, an introduction in Heller’s way of Marxist thinking will be given. This also shows a closeness to praxeological and personalistic thinking, which is shown by the figure of thought “involviert sein” (being involved). This also helps to understand Heller’s theory of feelings as a sociological-philos作者: MORPH 時間: 2025-3-27 00:22
W. M. W. H Sipers,J. M. G. A Schols boundless fullness. Love here refers to the heart’s openness to someone or something, which can be felt through different values. Teachers’ love means that the teachers’ hearts are open to the learners’ growth and development. As for teachers, the responsibility “towards learners” is of higher valu作者: 觀點 時間: 2025-3-27 01:18 作者: 離開可分裂 時間: 2025-3-27 08:19
Otto Sterns Ver?ffentlichungen – Band 3nt levels of the emotional life (moods, emotions and feelings), in order to provide a deeper understanding of the nature of feeling and the task of education. Despite the contemporary emphasis on ‘emotional intelligence’ and the development of emotional skills (somehow conditioned however by a sort 作者: Barrister 時間: 2025-3-27 12:47
Otto Sterns gesammelte Briefe – Band 3rning theories perpetuate this separation and temporalization of emotion and learning and thus fail to cover life-world emotional experience in learning in its complexity. In a phenomenological variation, alternative concepts of emotion, learning and sociality are suggested to create a different pic作者: 本土 時間: 2025-3-27 17:38 作者: Dislocation 時間: 2025-3-27 18:44 作者: Culpable 時間: 2025-3-27 23:41 作者: COW 時間: 2025-3-28 04:05 作者: 沙漠 時間: 2025-3-28 09:15 作者: Indicative 時間: 2025-3-28 11:14 作者: 散開 時間: 2025-3-28 15:47 作者: CAND 時間: 2025-3-28 19:15 作者: WAIL 時間: 2025-3-29 00:50 作者: convulsion 時間: 2025-3-29 03:05 作者: 貧困 時間: 2025-3-29 07:35 作者: 凝視 時間: 2025-3-29 14:13
A Critical (Personalistic) View of Feelings – Agnes Heller’s Theory as a Snatch of Thought of an Eduophical one and to reconstruct educational science towards the end of the contribution. This is done based on two selected aspects: “being involved” as an Bildungsbezug or -bewegung and in the setting of the care idea in pedagogy.作者: 木質(zhì) 時間: 2025-3-29 15:51 作者: 跳脫衣舞的人 時間: 2025-3-29 21:49
Publikationsliste von Otto Stern,ween Confucian scholars of the Chosun dynasty in Korea. The third part of this study reveals that education in Korean Confucianism was self-cultivation to preserve the original state of mind that contains human nature and that self-controlling appearance of the body as a method of self-cultivation is meaningful for modern education.作者: bronchodilator 時間: 2025-3-30 03:28
https://doi.org/10.1007/978-3-322-93840-4of their positions allows to clarify a fundamental difference between the existential anxiety experienced by adult human being and the existential anxiety experienced by child. It is argued that this very difference defines a primary task of upbringning.作者: GRIEF 時間: 2025-3-30 05:30 作者: Hyperalgesia 時間: 2025-3-30 11:40
Humanity and Emotion in Korean Confucian Traditionween Confucian scholars of the Chosun dynasty in Korea. The third part of this study reveals that education in Korean Confucianism was self-cultivation to preserve the original state of mind that contains human nature and that self-controlling appearance of the body as a method of self-cultivation is meaningful for modern education.作者: 沒收 時間: 2025-3-30 15:21 作者: ATRIA 時間: 2025-3-30 17:14 作者: narcotic 時間: 2025-3-31 00:15
Affects and the Intelligibility of Educationalism as theoretical frameworks, each dealing with affects in a different way, I follow the thesis that affects point to the relational structure of a phenomenon. The thematization of affects offers an alternative understanding of the relationship between researcher and subject.作者: Neutral-Spine 時間: 2025-3-31 03:44 作者: Introvert 時間: 2025-3-31 08:01
https://doi.org/10.1007/978-3-662-32761-6o revelation of the transcendental comes from an engagement with the things themselves in the world, that is, by analogy), the paper will attempt to delineate a preliminary argument for the intelligibility of emotion in its formative function mediating between the external world and the inner dispositions to the relation self-world.作者: adumbrate 時間: 2025-3-31 13:11
R. Starmans,A. Linders,P. T. L. A. Falkeophical one and to reconstruct educational science towards the end of the contribution. This is done based on two selected aspects: “being involved” as an Bildungsbezug or -bewegung and in the setting of the care idea in pedagogy.作者: 樣式 時間: 2025-3-31 15:13
2512-126X learning in pedagogical institutionsThis volume provides systematic, interdisciplinary, and intercultural impulses for a phenomenological pedagogy of emotions, feelings, and moods without subordinating them to the logocentric dualism of emotion and rationality. Starting from foundational and cultura
