Abstract
Learning is the way of knowing the phenomenon that occurs during the search for meaning, which is an individualistic process. This process has been projected to both incidental and intentional learning and it comprises totally individualistic characteristics. Individuals’ desire to gain new knowledge about objects and subjects corresponds to their individualistic inquiry about phenomenon. Knowing refers to making meaning and is the creative process of becoming self-beings in life-world. Meaning-making becomes the reference of individuals’ own experiences of learning that is attributions of creation and construction of knowledge. Meaning-making is the main tool of phenomenology and phenomenology becomes reference of individuals to reflect their own perceptions of phenomenon while creating and constructing knowledge.
Learning is the process of creating and constructing knowledge and some individuals’ learning may occur in educational system. As students try to improve their learning, they take part in the learning-teaching process. Students’ learning in school is intentionally designed to monitor their learning and this process is called the learning-teaching process. Learning-teaching process operates by means of interaction between students, teachers and knowledge. Students and teachers don’t have sufficient time to create and construct knowledge in the learning-teaching process and teachers mostly transmit and distribute ready-made knowledge in this process. Thus, students must follow their teachers’ plans and other education policy-makers who decide what type of knowledge and experiences are important for students’ learning. Creating and constructing knowledge cannot be the primary aims for them in the formal learning-teaching system. However, the creation and construction of knowledge must be the main issues in the learning-teaching process. For this reason, this paper aims at discussing the construction and reconstruction of knowledge in learning-teaching process based on phenomenological approach in education.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Antal, A.B. 2000. Types of knowledge gained by expatriate managers. Journal of General Management 26(2): 32–51.
Billett, S.R. 1995. Structuring knowledge through authentic activities. Unpublished PhD thesis, Faculty of Education, Griffith University Faculty of Education, Griffith University, Australia.
Carabajo, R.A. 2010. Pedagogical recognition. Phenomenology & Practice 4(1): 5–29.
Çetinkaya, Y.B. 2010. How do children learn: Piaget’s cognitive development theory and Vygotsky’s sociocultural theory. In How to children learn best? ed. Derya Şahhüseyinoğlu and Dzintra IIisko, 22–28. Ankara: TUTKU Ofset Maatbaacılık Reklam Ambalaj Sanayi Ticaret Ltd. Sti.
Crassom, B. 2008. Beyond knowledge: Questioning the episteme through art’s alterity. In Analecta Husserliana: The yearbook of phenomenological research, vol. XCV, ed. Anna-Teresa Tymieniecka, 79–86. Dordrecht: Springer.
Davis, K. 1995. The phenomenology of research: The construction of meaning in composition research. JAC: Rhetoric, Writing, Culture, and Politics 15(1): 1–7.
Ikere, Z. 2008. Human being as a creative differentiator of the logos of life. In Analecta Husserliana: The yearbook of phenomenological research, vol. XCV, ed. Anna-Teresa Tymieniecka, 9–22. Dordrecht: Springer.
Jovchelovitch, S. 2002. Re-thinking the diversity of knowledge: Cognitive polyphasia, belief and representation. Psychologie et Societe 5(1): 121–138.
Keil, F. 1981. Children’s thinking: What never develops? Cognition 10: 159–166.
Kurenkova, R., and M. Shkineva. 2008. Communication in the teachers training university. In Analecta Husserliana: The yearbook of phenomenological research, vol. XCV, ed. Anna-Teresa Tymieniecka, 419–421. Dordrecht: Springer.
Kurenkova, R.A., et al. 2000. The methodologies of life, self-individualization and creativity in educational process. In Analecta Husserliana, vol. LXVII, ed. Anna-Teresa Tymieniecka, 195–205. Dordrecht: Kluwer Academic Publishers.
Selvi, K. 2006. Learning and creativity. In Analecta Husserliana: The yearbook of phenomenological research, vol. XCIII, ed. A.T. Tymienecka, 351–369. Dordrecht: Springer.
Selvi, K. 2007. Phenomenology of lifelong learning. In Analecta Husserliana: The yearbook of phenomenological research, vol. XC, ed. A.-T. Tymieniecka, 483–500. Dordrecht: Springer.
Selvi, K. 2010. Phenomenological learning in our living reality. Paper presented in 60th International Congress of Phenomenology, 7–10 August, University of Bergen, Norway.
Smeyers, P., and P. Hogan. 2005. The inherent of human learning. Educational Theory 55(29): 115–119.
Tjellander, B. 2000. The construction of concept ‘the omnividual’. In The yearbook of phenomenological research, vol. LXVI, ed. A.T. Tymienecka, 131–155. Dordrecht: Kluwer Academic Publisher.
Tymieniecka, A.T. 2008. Education for creative planning. In Analecta Husserliana: The yearbook of phenomenological research, vol. XCV, ed. Anna-Teresa Tymieniecka, 1–4. Dordrecht: Springer.
Wright, D. 2001. Creativity and learning: Creative work and the construction of learning. Reflective Practice 2: 261–273.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Selvi, K. (2012). Creation and Construction of Knowledge in Learning-Teaching Process. In: Tymieniecka, AT. (eds) Phenomenology and the Human Positioning in the Cosmos. Analecta Husserliana. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4795-1_11
Download citation
DOI: https://doi.org/10.1007/978-94-007-4795-1_11
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4794-4
Online ISBN: 978-94-007-4795-1
eBook Packages: Humanities, Social Sciences and LawPhilosophy and Religion (R0)