LEADER 01860oam 2200493M 450 001 9910716484903321 005 20200213070927.7 035 $a(CKB)5470000002521293 035 $a(OCoLC)1065611454 035 $a(OCoLC)995470000002521293 035 $a(EXLCZ)995470000002521293 100 $a20071213d1927 ua 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFree highway bridge across Lake Champlain between New York and Vermont. February 23, 1927. -- Referred to the House Calendar and ordered to be printed 210 1$a[Washington, D.C.] :$c[U.S. Government Printing Office],$d1927. 215 $a1 online resource (1 page) 225 1 $aHouse report / 69th Congress, 2nd session. House ;$vno. 2223 225 1 $a[United States congressional serial set] ;$v[serial no. 8689] 300 $aBatch processed record: Metadata reviewed, not verified. 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February 23, 1927. -- Referred to the House Calendar and ordered to be printed$93541262 997 $aUNINA LEADER 09664oam 2200673 c 450 001 9910898679603321 005 20260102090118.0 010 $a3-7815-6124-0 024 3 $a9783781561243 035 $a(CKB)5670000001010492 035 $a(Verlag Julius Klinkhardt)9783781561243 035 $a(EXLCZ)995670000001010492 100 $a20260102d2024 uy 0 101 0 $aeng 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPerceptual Vignettes. Phenomenological Reflective Thinking and Professional Attitude$eA Study and Practice Guide$fUlrike Barth, Angelika Wiehl 205 $a1st ed. 210 $aBad Heilbrunn$cVerlag Julius Klinkhardt$d2024 215 $a1 online resource (243 p.) 311 08$a3-7815-2668-2 327 $aPreface 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 ...................................................................................................... 243 330 $aPerceptual 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. The process-based way of working with perceptual vignettes asks us to defer ideal-typical patterns, categorizations of all kinds, judgements and prognoses and to look more closely at each person?s situation. The book is intended as a study and practice guide and includes theoretical foundations and the practical application of the method as well as themebased exercises in perception, writing and reflection. 606 $aTeacher training 606 $ateacher education 606 $aprofessionalisation 606 $aanthroposophy 606 $aphenomenology 606 $aperception 606 $acurative education 606 $aeducation 606 $apedagogical ethos 606 $ainclusion 606 $aability to reflect 606 $aempathy 606 $aGoethean phenomenology 615 4$aTeacher training 615 4$ateacher education 615 4$aprofessionalisation 615 4$aanthroposophy 615 4$aphenomenology 615 4$aperception 615 4$acurative education 615 4$aeducation 615 4$apedagogical ethos 615 4$ainclusion 615 4$aability to reflect 615 4$aempathy 615 4$aGoethean phenomenology 700 $aBarth$b Ulrike$4aut$01439256 702 $aWiehl$b Angelika$4aut 801 0$bVerlag Julius Klinkhardt 801 1$bVerlag Julius Klinkhardt 906 $aBOOK 912 $a9910898679603321 996 $aPerceptual Vignettes. Phenomenological Reflective Thinking and Professional Attitude$94415552 997 $aUNINA