Search Results

Agency and Passivity

Prolegomenon to Scientific Literacy as Ethico-Moral Praxis

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Wolff-Michael Roth

Conversation Analysis

Deconstructing Societal Relations in the Making

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Wolff-Michael Roth

Novelty

A Phenomenological Perspective

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Wolff-Michael Roth

Abstract

The currently predominant epistemologies and theories of learning are concerned with the social and individual construction of the world based on interpretations of what they encounter. In this, existing approaches are ill suited to capture novelty, for every encounter with something is explained in terms of interpretation and the application of existing conceptual structures; and in those few cases where existing structures do not fit, some accommodation process (literally accommodation in Piaget’s version, radical reconstruction of existing knowledge in conceptual change approaches) is used to explain how the individual or group comes to know. How can a cognitive organism recognize something as not fitting its conceptual structures if the cognition of the world is based on these same structures? To address the problems of existing approaches with respect to learning something absolutely new, the present chapter develops a post-constructivist approach based in a phenomenology of the alien. This approach has consequences for science education on both affective and ethical grounds. With respect to the former, because we cannot know the unexpected – that which we subsequently come to know as novelty – we are exposed to and affected by it before any sense-making can occur. More importantly, because we can know precisely what we are doing only after having finished acting (e.g. Suchman, 2007), we are responsible for actions for which we cannot know the effect on others. Some implications for science education are discussed.

Hermeneutic Phenomenology and Cognition

Tracking the Microtonality in/of Learning

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Wolff-Michael Roth

Solidarity and the Ethics of Collaborative Research

A Grounding in First Philosophy

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Wolff-Michael Roth