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Phenomenological Pedagogy

In Continental educational discourse, the concept of pedagogy is paired with that of didactics; just as in North America, the concepts of curriculum and instruction tend to be linked. From approximately 1910 to the late 1950s in Germany and from the end of World War II to the mid-1960s in the Netherlands and Scandinavian countries, several generations of educational scholars participated in an emerging form of inquiry and thinking that became known as Geisteswissenschaftliche Pädagogik, commonly translated as “human science pedagogy.” Phenomenological pedagogy is a form of human science pedagogy that aims to start from a presupposition-less experiential perspective. Phenomenological pedagogy asks, “How are we to act and live with children, helping them create their human capabilities while realizing that we are apt to do ...

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