Jan Bengtsson
Lund University
The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of experience. This will be followed up by an introduction of some central concepts in Merleau-Ponty’s own understanding of experience with emphasis on their relevance for educational analysis. This way of presenting the theory of embodied experience has the advantage of being able to indicate the difference it makes in the field of theories of experience.
Keywords Experience  Educational practice  Educational research  Empiricism  Neokantianism  Cognitivism  Embodied experience  Life-world phenomenology
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DOI 10.1007/s11217-012-9328-1
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References found in this work BETA

Critique of Pure Reason.Immanuel Kant - 1998 - Cambridge: Cambridge University Press.
The Visible and the Invisible.Maurice Merleau-Ponty - 1968 - Northwestern University Press.
Critique of Pure Reason.I. Kant - 1787/1998 - Philosophy 59 (230):555-557.

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Citations of this work BETA

Embodied Cognition and Curriculum Construction.Mei-Qian Wang & Xu-Dong Zheng - 2018 - Educational Philosophy and Theory 50 (3):217-228.
Reflection and Perception in Professional Practice.Peter Erlandson - 2014 - Indo-Pacific Journal of Phenomenology 14 (1):1-11.

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