Ulrike Barth, Angelika Wiehl

Perceptual Vignettes. Phenomenological Reflective Thinking and Professional Attitude

A Study and Practice Guide

• Broschiertes Buch

Produktbeschreibung

Perceptual vignettes are the result of a phenomenological method applied in pedagogical practice and research. This method includes perception, description and phases of reflection and supports the development of a professional inclusive attitude and diagnostic competence

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Produktdetails

• Verlag: Klinkhardt, Julius / Verlag Julius Klinkhardt GmbH & Co. KG
• Seitenzahl: 243
• Erscheinungstermin: 30. September 2024
• Englisch
• Abmessung: 208mm x 150mm x 30mm
• Gewicht: 317g
• ISBN-13: 9783781526686
• ISBN-10: 3781526682
• Artikelnr.: 71773174

Autorenporträt

Ulrike Barth, PhD, professor for transformativ and inclusive pedagogy at the Institute for Waldorf Education, Inclusion and Intercultural Studies of Alanus University, Mannheim, Germany.

Inhaltsangabe

Preface to the English edition
.............................................................................
9 1 Perceptual vignettes in teacher education.
Introduction.............................. 11
Acknowledgements.............................................................................................
16 Part I Perceptual vignettes as phenomenological method in education 2
Phenomenological-methodological foundations of working with perceptual
vignettes...............................................................................
19 2.1 The 'things themselves': phenomenological reduction and givenness
(Husserl,
Marion)...................................................................................
23 2.2 The givenness of bodily selfhood in intuition (Husserl,
Marion)............. 27 2.3 'Being-with' and bodily existence (Heidegger,
Merleau-Ponty, Böhme)......................................................
29 2.4 Attention generates horizon (Husserl, Merleau-Ponty,
Waldenfels)......... 33 2.5 Understanding and recognition of alienness and
otherness (Heidegger, Husserl, Lévinas,
Waldenfels).............................................. 36 2.6
Intentional or misleading empathy? (Fuchs, Breithaupt, Breyer).............
40 2.7 Goethean phenomenology - a path of development.
Excursus............... 42 3 Perception and observation: two
phenomenological approaches ................ 47 3.1 Atmosphere as the
primary object of perception..................................... 49 3.2
Perception as open, intentional attending with all
senses........................ 54 3.3 Observation as attentive turning to
the world......................................... 61 3.4 Exercises in
perception, observation and thinking ................................. 68
3.5 Perceptual vignettes show traces of
attention.......................................... 77 4 Wonder as a
phenomenological-pedagogical capacity of 'being-with'
...............................................................................................
81 4.1 Everyday wonder in the work with perceptual
vignettes......................... 83 4.2 Philosophical excursus: wonder is
beginning ......................................... 90 4.3 Wonder and
alienation in
children......................................................... 93 4.4
Widening the pedagogical horizon with wonder
.................................... 98 4.5 Wonder precedes knowledge. An
outlook ............................................ 100 5 Writing
perceptual vignettes - a creative phenomenological method ....... 104 5.1
'I examined the
writing'.......................................................................
105 5.2 Problems and system of phenomenological
description........................ 107 5.3 Perceptual vignettes as
body-oriented phenomenological
descriptions.............................................................
111 5.4 Do phenomenology and creativity contradict or complement each
other?...................................................................
113 5.5 Using the four-stage model for the phenomenological, creative
writing of perceptual
vignettes................................................. 118 5.6
Variations of phenomenological texts: phenomenological descriptions,
vignettes, anecdotes, memory pictures and perceptual vignettes
........................................... 124 5.7 Writing perceptual
vignettes ................................................................
130 Part II Using perceptual vignettes in (special needs) education 6
Developing a professional pedagogical attitude
........................................ 135 6.1 Attitude - habitus -
beliefs - ethos ...................................................... 136
6.2 Beliefs versus attitude
..........................................................................
140 6.3 Professional attitude in (special needs) education
................................. 141 6.4 Professional pedagogical attitude
and inclusion ................................... 144 6.5 Professionalizing
pedagogical attitude .................................................. 147
6.6 Exercises for developing pedagogical ethos
.......................................... 150 7 Perceptual vignettes as
media of reflection ................................................. 161
7.1 Reflection in the discourse on education
............................................. 162 7.2 Reflective capacity
vs reflective competence/reflexivity ......................... 164 7.3
Excursus: from analysis to synthesis
..................................................... 165 7.4 Preliminary
conclusion and starting point for our actions .................... 167 7.5
Implications for training or teacher education
..................................... 167 7.6 Excursus: a working model
based on biographical theory .................... 170 7.7 Levels of
reflection with perceptual vignettes
....................................... 170 7.8 The reflection spiral of
the perceptual vignette method ........................ 173 7.9 Examples of
reflective processes
........................................................... 174 7.10
Excursus: phenomenology in relation to inclusion and exclusion - ableism
....................................................................... 184
7.11 Reflection in training: outlook
............................................................. 186 8
Perceptual vignettes in preparatory exercises for diagnostic
competence...........................................................................
188 8.1 Diagnostic competences in
transition..................................................... 188 8.2
Sympathetic diagnosis vs
categorization.................................................. 192 8.3
Perceptual vignettes complementing the 'child
conference'..................... 195 8.4 Phenomenology in
diagnosis..................................................................
197 8.5 Perceptual vignettes as a medium of sympathetic
diagnosis..................... 198 8.6 Exercises in pedagogical
diagnosis........................................................... 200
8.7 The potential of perceptual vignettes in pedagogical diagnosis. Outlook
................................................................................................
211 9 Perceptual vignettes for innovative professionalism in education.
Outlook
.......................................................................................................
213 Indices
..............................................................................................................
221 Quoted perceptual vignettes and other descriptive
texts................................. 221
Bibliography..................................................................................................
223 The authors
......................................................................................................
243