Fundamental Pedagogics https://georgeyonge.net/translations/fundamental-pedagogics en The phenomenological method as aan approach to studying the reality of educating a child https://georgeyonge.net/translations/fundamental-pedagogics/phenomenological-method-aan-approach-studying-reality-educating <span class="field field--name-title field--type-string field--label-hidden">The phenomenological method as aan approach to studying the reality of educating a child</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Yonge, George D.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">April 30, 2022 - 10:12am</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Unpublished manuscript (1985)  The phenomenological method used by the Faculty of Education, University of Pretoria (1960's - 1990's).</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2022-04/YONGE_PHEN.pdf" type="application/pdf; length=74470">YONGE_PHEN.pdf</a></span> </div> </div> Sat, 30 Apr 2022 16:12:20 +0000 George Yonge 151 at https://georgeyonge.net Philosophical anthropology: An ontological-anthropological view of being human and its relevance for educational theory and practice https://georgeyonge.net/translations/fundamental-pedagogics/philosophical-anthropology-ontological-anthropological-view <span class="field field--name-title field--type-string field--label-hidden">Philosophical anthropology: An ontological-anthropological view of being human and its relevance for educational theory and practice</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Yonge, Geurge D.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">April 30, 2022 - 9:25am</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Unpublished manuscript. (1995).  Philosophical anthropologucal foundation of   pedagogical research at University of Pretoria, Faculty of Education *1960's - 1990's).  Edited June 7, 2022.</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2022-06/Yonge_PhilAnthrop.pdf" type="application/pdf; length=132561">Yonge_PhilAnthrop.pdf</a></span> </div> </div> Sat, 30 Apr 2022 15:25:49 +0000 George Yonge 150 at https://georgeyonge.net The parent-child/adult- child educative relationship: The overlooked ground/foundation of educational theory and practice? https://georgeyonge.net/translations/fundamental-pedagogics/parent-childadult-child-educative-relationship-overlooked <span class="field field--name-title field--type-string field--label-hidden">The parent-child/adult- child educative relationship: The overlooked ground/foundation of educational theory and practice?</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Yonge, George</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">April 7, 2021 - 12:20pm</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Not a translation.   An attempt to show that there is an eductaional perspective that is not blindly prescribed to by various disciplines (e.g., psychology).  Edit and Appendix II (Criteria) added 20 June 2022.</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2022-06/Yonge_Parent_relation.pdf" type="application/pdf; length=468265">Yonge_Parent_relation.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2022-06/Yonge_Crit.pdf" type="application/pdf; length=64540">Yonge_Crit.pdf</a></span> </div> </div> Wed, 07 Apr 2021 18:20:06 +0000 George Yonge 148 at https://georgeyonge.net AN UNLIKELY VENTURE: An interrogation of the critique of fundamental pedagogics https://georgeyonge.net/translations/fundamental-pedagogics/unlikely-venture-interrogation-critique-fundamental-pedagogics <span class="field field--name-title field--type-string field--label-hidden">AN UNLIKELY VENTURE: An interrogation of the critique of fundamental pedagogics</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Yonge, George D.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">January 26, 2020 - 1:56pm</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Mytranslation *2021) from Afrikaans,  with a few editorial adjustments, of: Yonge, George D., 'n Onwaarskynlike onderbemming: 'n Ondersoek na die kritiek op fundamentele pedagogiek.  Tydskrif vir Gwesteswettenskappe, 61(4-2) December 2021, 1327-1345.</p> <p><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt;&lt;br /&gt;&#10;font-family:&quot;New York&quot;;mso-fareast-font-family:Cambria;mso-fareast-theme-font:&lt;br /&gt;&#10;minor-latin;mso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;&lt;br /&gt;&#10;mso-ansi-language:EN-US;mso-fareast-language:EN-US">Fundamental pedgogics, in particular, and pedagogics, in general, as phenomenological studies of educating undertaken at the University of Pretoria between the mid-1960’s to the mid-1990’s, have been characterized as an attempted academic justification for apartheid education in South Africa.<span style="mso-spacerun: yes">  </span>I try to refute this characterization by pointing out that <b style="mso-bidi-font-weight:normal">any</b> phenomenological study [of educating], as a search for essences (<b style="mso-bidi-font-weight:normal">universal structures</b>) is not in a position to advocate any <b style="mso-bidi-font-weight:&lt;br /&gt;&#10;normal">particular</b> religious, political or other specific contents for practice.<span style="mso-spacerun: yes">  </span>Indeed, at the core of the phenomenological method used at Pretoria is the phenomenological reduction called bracketing that requires a researcher to hold in abeyance temporarily any such particulars. <span style="mso-spacerun: yes"> </span>In this paper, I point out that the above misleading characterization arises, for the most part, from conflating universal essences and particular contents, i.e., theory and practice.<span style="mso-spacerun: yes">  </span>The translations on this site provide the interested reader with the opportunity to evaluate first-hand some of the phenomenological findings of the Pretoria Faculty of Education. <span style="mso-spacerun: yes"> </span></span></p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2022-04/Yonge_Unlikely_Onwaar_1.pdf" type="application/pdf; length=276090">Yonge_Unlikely_Onwaar.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2022-04/YONGE_ONWAARSKYNLIK.PDF_1.pdf" type="application/pdf; length=520089">YONGE_ONWAARSKYNLIK.PDF.pdf</a></span> </div> </div> Sun, 26 Jan 2020 20:56:58 +0000 George Yonge 144 at https://georgeyonge.net From Education to Pedagogics https://georgeyonge.net/translations/fundamental-pedagogics/education-pedagogics-0 <span class="field field--name-title field--type-string field--label-hidden">From Education to Pedagogics</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Yonge, George D.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">November 12, 2018 - 5:02pm</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>[Not a translation]  (2019) A consideration of why in the United States education is not studied as an autonomous sciene (e.g., psychology) but as a practical activity dependent on the findings of psychology, philosophy, etc. and how educatiuon can be and has been studies as an autonomous science on the same level as e.g., psychology and not grounded in it in any way.  This is not a translation but an unpublished draft.  Edit June, 2022.</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2022-06/Yonge_From.pdf" type="application/pdf; length=195163">Yonge_From.pdf</a></span> </div> </div> Tue, 13 Nov 2018 00:02:45 +0000 George Yonge 142 at https://georgeyonge.net Educare: A neglected dimension of educational thought https://georgeyonge.net/translations/fundamental-pedagogics/educare-neglected-dimension-educational-thought <span class="field field--name-title field--type-string field--label-hidden">Educare: A neglected dimension of educational thought</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Yonge, George D.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">May 15, 2014 - 10:02am</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>[Not a translation]  Educare ONE (1989) is an unpublished manuscript and Educare TWO is a shorter version published in Pedagogiekjoernaal/Journal of Pedagogics (1991) 12(1), 118-136. </p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/Yonge_Educare_one.pdf" type="application/pdf; length=1910761" title="Yonge_Educare_one.pdf">Yonge_Educare_one.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/Yonge_Educare_two.pdf" type="application/pdf; length=730971" title="Yonge_Educare_two.pdf">Yonge_Educare_two.pdf</a></span> </div> </div> Thu, 15 May 2014 16:02:30 +0000 George Yonge 130 at https://georgeyonge.net The Parent-Child Educative Relationship as a Foundational Prototype for Teacher Education https://georgeyonge.net/translations/didactic-pedagogics/parent-child-educative-relationship-foundational-prototype-teacher- <span class="field field--name-title field--type-string field--label-hidden">The Parent-Child Educative Relationship as a Foundational Prototype for Teacher Education</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Yonge, George D.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">December 30, 2013 - 7:46pm</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/didactic-pedagogics" hreflang="en">Didactic Pedagogics</a></div> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>[Not a translation] Edited (2013) individual paper presented at the American Educational Studies Association Convention. Lake Buena Vista, Florida, November 3. 1990.</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/Yonge_Parent_child_rel._teach_ed.pdf" type="application/pdf; length=79679" title="Yonge_Parent_child_rel._teach_ed.pdf">Yonge_Parent_child_rel._teach_ed.pdf</a></span> </div> </div> Tue, 31 Dec 2013 02:46:05 +0000 George Yonge 128 at https://georgeyonge.net W. A. LANDMAN AS PEDAGOGUE: A study in fundamental pedagogics https://georgeyonge.net/translations/fundamental-pedagogics/w-landman-pedagogue-study-fundamental-pedagogics <span class="field field--name-title field--type-string field--label-hidden">W. A. LANDMAN AS PEDAGOGUE: A study in fundamental pedagogics</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Lemmer, Catharina J.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">April 5, 2013 - 11:56am</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Translation IN PROGRESS from: Lemmer, Catharina J.: W. A. Landman as pedagogiker: 'n Studie in die fundamentele pedagogiek. Unpublished D. Ed. dissertation, University of South Africa, Pretoria, 1987. Not yet translated: chapters 1, 6, 8, 9, appendices 1, 2, bibliography. Translated items are organized to stand on their own as independent documents. Chapter 4 edited 24 November 2013.</p> <p>CONTENTS</p> <p>CHAPTER 1 PREPARATORY WORK 1.1 INTRODUCTION 1.2 THEME ANALYSIS 1.2.1 W. A. Landman 1.2.1.1 Curriculum Vitae 1.2.1.2 Pedagogue 1.2.1.2.1 The essences of being a pedagogue 1.2.1.3 Fundamental pedagogics 1.3 JUSTIFICATION OF METHODS OF INVESTIGATION IN THE PRESENT STUDY 1.3.1 Text study 1.3.2 The texts consulted 1.3.2.1 Landman’s texts 1.3.2.2 Commentary on Landman’s work Written commentary Conversations with authoritative persons who know Landman 1.3.3 The phenomenological method 1.3.4 Other possible ways of approach to the present study 1.4 THE CONTEXT OF THE STUDY 1.4.1 What is meant by context 1.4.2 Striving for objectivity 1.4.3 Critical-evaluative approach 1.4.4 Terminology perspective 1.4.5 Caricaturisms 1.5 Motivations of the present research 1.5.1 Curriculum Vitae motivation 1.5.1.1 The significance of philosophy of life for practicing pedagogics 1.5.1.2 As far as philosophy of life content is concerned, the following are evident and explicated 1.5.1.3 A valuable contribution is made by developing the phenomenological method 1.5.1.4 Regarding application of categories in pedagogics, the following contributions are made 1.5.1.5 Regarding essence-viewing in education, the following insights are contributed 1.5.1.6 The following contributions are made to the development of research methodology 1.5.2 Honorary awards motivation 1.5.2.1 SAVBO 1.5.2.2 Transvaal Education honorary award 1.5.2.3 Stalprize for Education 1.6 ADDITIONAL PROGRAM ANNOUNCEMENTS</p> <p>CHAPTER 2 THE DEVELOPMENT OF LANDMAN’S THOUGHT REGARDING A THEORY (PHILOSOPHY) OF EDUCATION 2.1 INTRODUCTION 2.2 INTRODUCTION TO FUNDAMENTAL PEDAGOGICS (IFP) 2.2.1 An overview of the terrain of fundamental pedagogics 2.3 MODES OF THINKING IN PEDAGOGICS (DO) 2.3.1 Modes of thinking for designing a fundamental pedagogics 2.3.1.1 Phenomenological thinking is categorical thinking 2.4 PEDAGOGICS AS A SCIENCE OF EDUCATION AND DOCTRINES FOR EDUCATING: A TEXT FOR BEGINNERS (OOB) 2.4.1 The fundamental pedagogical structures 2.4.2 The pedagogical relationship structures 2.4.2.1 The pedagogical relationship of trust 2.4.2.2 The pedagogical relationship of understanding (knowing) 2.4.2.3 The pedagogical relationship of authority 2.5 FUNDAMENTAL PEDAGOGICS AND THE REALITY OF EDUCATING (FPOW) 2.5.1 The reality of educating as point of departure 2.5.2 Steps of thinking for verifying the essence-status of essences 2.5.2.1 Free variation as thinking away 2.5.2.2 Free variation as acting away 2.5.2.3 Separating the essentials and the non-essentials 2.5.2.4 Stating contradictions 2.5.2.5 Asking the hermeneutic question 2.5.2.6 Investigating naming the essence 2.5.2.7 Determining the categorical status of the essence(s) 2.5.2.8 Acceptability 2.5.2.9 Enlivening educative life 2.6 SUMMARY AND SECOND STATED PROBLEM</p> <p>CHAPTER 3 THE DEVELOPMENT OF LANDMAN’S THOUGHT REGARDING THE PRACTICAL APPLICATION OF FUNDAMENTAL PEDAGOGICS 3.1 INTRODUCTION 3.2 THE PRACTICAL APPLICATION OF THE FUNDAMENTAL PEDAGOGICAL 3.2.1 Post-scientific view of real essences and the practice of educating 3.3 FUNDAMENTAL PEDAGOGICAL ESSENCES: THEIR APPEARANCE, ACTUALIZATION AND GIVING THEM CONTENT (FPE) 3.3.1 Preconditions for the meaningful improvement of practice 3.3.1.1 Co-existentiality 3.3.1.2 Co-essentiality 3.3.1.3 Overcoming essence blindness 3.3.1.4 Enlivenment 3.3.1.5 Actualizing 3.4 FUNDAMENTAL PEDAGOGICS AND TEACHING PRACTICE (FPOP) 3.4.1 The reality of educating is delimited to teaching practice 3.4.2 The coherencies among fundamental pedagogical essences and lesson structure activities 3.5 FUNDAMENTAL PEDAGOGICS, MODES OF LEARNING AND SUBJECT MATTER TEACHING (FLV) 3.5.1 Coherencies among fundamental pedagogical and psychopedagogical essences 3.6 INTRODUCTION TO THE PRACTICE OF EDUCATIONAL RESEARCH (IONP) 3.6.1 The significance of fundamental pedagogics for designing educational research programs 3.7 FUNDAMENTAL PEDAGOGICS AND CURRICULUM STUDY (FPK) 3.7.1 The significance of fundamental pedagogics for curriculum-design, -development and –evaluation 3.8 SUMMARY AND STATEMENT OF THIRD PROBLEM</p> <p>CHAPTER 4 LANDMAN’S CONCEPTION OF PHENOMENOLOGY-APPLIED 4.1 INTRODUCTION 4.2 HUSSERL’S STEPS OF REDUCTION (IFP) 4.3 THE PHENOMENOLOGICAL METHOD (DO) * Dialectic pedagogical thinking * Contradictory pedagogical thinking * Hermeneutic pedagogical thinking 4.4 PHILOSOPHY OF LIFE PERMISSIBILITY OF THE UNVEILING ACTIVITIES ALONG WITH THEIR SCIENTIFIC NECESSITY (FPOW) 4.4.1 A phenomenological method 4.4.1.1 Philosophy of life study 4.4.1.2 Thinking away 4.4.1.3 Acting away 4.4.1.4 Separating 4.4.1.5 Contradictions 4.4.1.6 The hermeneutic question 4.4.1.7 Naming 4.4.1.8 Categorical status 4.4.1.9 Enlivenment 4.4.2 The dialectic method 4.4.2.1 Hegel’s dialectic 4.4.2.2 Kirkegaard’s dialectic 4.4.2.3 Actualization moments as proposed by Landman 4.5 METHODOLOGICAL ACTS THAT HAVE SIGNIFICANCE FOR DISCLOSING AND REALIZING ESSENCES (FPOP) 4.5.1 Reduction of everydayness 4.5.2 Reduction of essence blindness 4.5.2.1 Reduction of lack of light 4.5.2.2 Reduction of general [idle] talk 4.5.2.3 Reduction of superficial curiosity 4.5.2.4 Reduction of ambiguity 4.5.2.5 Reduction of negativity 4.5.2.6 Reducing naïve prejudice (being biased) 4.5.2.7 Reducing lack of vigilance 4.5.3 Reducing the –ism “shroud” 4.6 REINTERPRETATION OF THE PHENOMENOLOGICAL ACTS OF UNVEILING (FLV) 4.6.1 With which steps of verification can the phenomenological investigation begin? 4.6.2 How can the investigation be started in the practice of educating itself? 4.6.3 How can there be assurance that these essences, having thus far withstood two verifications, will appear so clearly that further acts with them can be fostered? 4.6.4 How can it be determined if the essences that now appear clearly perhaps ate not invalid but that their opposites are? 4.6.5 In which ways can the meanings and coherencies be determined of those essences that have withstood the verifications carried out thus far? 4.6.6 How can it be determined if a pedagogical way of living or essence, that has thus far maintained its essence status, be meaningfully implemented in an actualizing way? 4.6.7 How can it be determined if the essences have thus far survived the verifications are real lights appearing in the reality of educating? 4.6.8 How can I determine if an essence that tstill has the right to exist after all of the verification steps will be meaningful for me? 4.6.9 How can it be determined if the phenomenological approach is not already obsolete? 4.6.9.1 Heidegger 1969: 90 4.6.9.2 Estes 1970: 150-156 4.6.9.3 Natanson 1970: 1-22 4.6.9.4 Owens 1970: 1-2 4.6.9.5 Vandenberg 1971: 22 4.6.9.6 Wolf 1972: 51-52 4.6.9.7 Hengstenberg 1974: 3-24 4.6.9.8 Imelman 1974: 4-5 4.6.9.9 Flitner 1976: 1-8 4.6.9.10 A phenomenological approach: Some views applicable to the Faculty of Education, University of Pretoria 4.7 PHENOMENOLOGY IN ACTION: THE RESEARCH SIGNIFICANCE OF PHENOMENOLOGY (IONP) 4.7.1 Preparation for research 4.7.1.1 The phenomenological reduction 4.7.1.2 The eidetic reduction 4.7.1.2.1 Determining the places of appearance 4.7.1.2.2 Establishing agreements 4.7.1.2.3 Essence verification 4.7.1.3 The transcendental reduction 4.7.2 The attunement to research 4.7.2.1 The phenomenological reduction 4.7.2.1.1 The research function of the phenomenological reduction 4.7.2.1.2 The acts of eliminating of the phenomenological reduction 4.7.2,2 The transcendental reduction 4.7.3 Verification of the research 4.7.4 Interpretation of the research results 4.8 OPERATIONALIZED PHENOMENOLOGY (FPK) 4.9 SUMMARY AND STATEMENT OF FOURTH PROBLEM</p> <p>CHAPTER 5 THE DEVELOPMENT OF LANDMAN’S USE OF CATEGORIES 5.1 INTRODUCTION 5.2 OBERHOLZER’S CATEGORIES AND CRITERIA SUPPLEMENTED AND ORGANIZED UNDER THE ANTHROPOLOGICAL CATEGORIES FROM WHICH THEY EMANATE (IFP) 5.2.1 Oberholzer’s categories 5.2.1.1 Pedagogical categories emanating from the category of being-in-a-meaningful-world 5.2.1.2 Pedagogical categories emanating from the category of being-with 5.2.1.3 Pedagogical categories emanating from the category of temporality 5.2.1.4 Pedagogical categories emanating from the category of being-someone-oneself 5.2.2 Pedagogical criteria 5.2.2.1 The criterion of safe space or the success of (establishing) affective security (Oberholzer) 5.2.2.2 The criterion of normativity or norm-centricity or ought-to-be or the validity of the demands of propriety (Oberholzer) 5.2.2.3 The criterion of being-someone-oneself or being-human as being-a-person who must do-something- himself (Oberholzer) 5.2.2.4 The pedagogical criterion of adulthood (Landman) 5.3 ADDITIONAL DESCRIPTIONS OF PEDAGOGICAL CATEGORIES AND EXAMPLES OFTHEIR PRACTICAL APPLICATION (DO) 5.3.1 Categories of being-in-a-meaningful-world 5.3.2 Categories of being-with 5.3.3 Categories of temporality 5.3.4 Categories of being-someone-oneself 5.4 THE ONTOLOGICAL-ANTHROPOLOGICAL GROUNDING OF PEDGOGICAL CATEGORIES/CRITERIA (FPOW) 5.5 ETYMOLOGICAL AND PHENOMENOLOGICAL ANALYSIS OF THE CONCEPT “CATEGORY” AND ITS USE IN FUNDAMENTAL PEDAGOGICS (PFP) 5.5.1 Etymological and phenomenological analysis of the concept “category” 5.5.2 The application of categories in fundamental pedagogics 5.6 SUMMARY AND FIFTH STATED PROBLEM</p> <p>CHAPTER 6 LANDMAN’S VIEW OF THE SIGNIFICANCE OF A PHILOSOPHY OF LIFE</p> <p>CHAPTER 7 LANDMAN’S VIEW OF ESSENCES 7.1 INTRODUCTION 7.2 DESCRIPTIONS INITIALLY USED BY LANDMAN (IFP) 7.3 THE CONCEPT OF ESSENCE APPEARS (OOB) 7.4 SEPARATING THE ESSENTIALS FROM THE NON- ESSENTIALS (FPOW) 7.5 A REAL ESSENCE MUST HAVE CATEGORICAL STATUS (PFP) 7.6 FOR LANDMAN OVERCOMING ESSENCE-BLINDNESS IS A NECESSARY SCIENTIFIC CRITERION (FPE) 7.7 IN HIS PEDAGOGICAL THINKING LANDMAN EMPHASIZES BRINGING COHERENCIES (RELATIONSHIPS) TO LIGHT 7.8 PEDAGOGICALLY MEANINGFUL WAYS OF LIVING (PFOP) 7.8.1 Fundamental pedagogical structures 7.8.2 Fundamental pedagogical structures and essences 7.8.2.1 Pedagogical relationship structures 7.8.2.2 Pedagogical sequence structures 7.8.2.3 Pedagogical activity structures 7.8.2.4 Pedagogical aim structures 7.8.3 Meaningful ways of living are fundamental for the child to become a proper adult 7.9 THE USE OF RESEARCH PROCEDURES IN EDUCATIONAL RESEARCH FOR DISCLOSING, REALIZING AND VERIFYING ESSENCES (IONP) 7.10 “NEW” ESSENCES OF THE PEDAGOGICAL SITUATION DISCLOSED BY LANDMAN 7.10.1 Engagement 7.10.2 Periodic breaking away 7.19.3 Philosophy of life structure 7.10.4 Pedagogical activity structures 7.10.5 Pedagogical aim structures 7.11 SUMMARY AND STATEMENT OF SEVENTH PROBLEM REFERENCES</p> <p>CHAPTER 8 LANDMAN’S CONTRIBUTION TO FUNDAMENTAL PEDAGOGICS VIA HIS GRADUATE STUDENTS</p> <p>CHAPTER 9 EVALUATIVE COMENTARY ON LANDMAN’S PEDAGOGICAL THINKING</p> <p>CHAPTER 10 CONCLUDING SUMMARY REMARKS</p> <p>APPENDIX 1: LANDMAN’S PARTICIPATION IN THE ORGANIZED TEACHING PROFESSION</p> <p>APPENDIX 2: PUBLICATIONS OF W. A. LANDMAN</p> <p>BIBLIOGRAPHY</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_title.pdf" type="application/pdf; length=19799">Lemmer_title.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_Content.pdf" type="application/pdf; length=79394">Lemmer_Content.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_SUMMARY.pdf" type="application/pdf; length=50543">Lemmer_SUMMARY.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_Ch2.pdf" type="application/pdf; length=254322">Lemmer_Ch2.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_Ch3.pdf" type="application/pdf; length=342458">Lemmer_Ch3.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_Ch4.pdf" type="application/pdf; length=509470">Lemmer_Ch4.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_Ch5.pdf" type="application/pdf; length=235138">Lemmer_Ch5.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_Ch7.pdf" type="application/pdf; length=332447">Lemmer_Ch7.pdf</a></span> </div> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2018-11/Lemmer_Ch10.pdf" type="application/pdf; length=108346">Lemmer_Ch10.pdf</a></span> </div> </div> Fri, 05 Apr 2013 17:56:18 +0000 George Yonge 127 at https://georgeyonge.net W. A. Landman: Seeker, describer and hermeneuticist in fundamental pedagogics https://georgeyonge.net/translations/fundamental-pedagogics/w-landman-seeker-describer-and-hermeneuticist-fundamental <span class="field field--name-title field--type-string field--label-hidden">W. A. Landman: Seeker, describer and hermeneuticist in fundamental pedagogics</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Gerber A. E.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">July 29, 2012 - 2:23pm</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Translation (2012): W. A. Landman: Soeker, beskrywer en hermeneutikus in die fundamentele pedagogiek. Pedagogiekjoernaal (1988) 9:1, 23-35. Edited September 29, 2013.</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/2020-10/Gerber_o_%20Landman_0.pdf" type="application/pdf; length=108115">Gerber_o_ Landman.pdf</a></span> </div> </div> Sun, 29 Jul 2012 20:23:46 +0000 George Yonge 125 at https://georgeyonge.net W. A. Landman's pronouncement: Phenomenology is only meaningful as ontology https://georgeyonge.net/translations/fundamental-pedagogics/w-landmans-pronouncement-phenomenology-only-meaningful-ontology <span class="field field--name-title field--type-string field--label-hidden">W. A. Landman&#039;s pronouncement: Phenomenology is only meaningful as ontology</span> <div class="field field--name-field-author field--type-string-long field--label-above"> <div class="field__label">Author</div> <div class="field__item">Pienaar, J. J.</div> </div> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><span>George Yonge</span></span> <span class="field field--name-created field--type-created field--label-hidden">July 3, 2012 - 11:36am</span> <div class="field field--name-translation field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/translations/fundamental-pedagogics" hreflang="en">Fundamental Pedagogics</a></div> </div> <div class="clearfix text-formatted field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Translation (2012) of J. J. Pienaar: W. A. Landman se uitspraak: Die fenomenologie is slegs as ontologie sinvol. Pedagogiekjoernaal (1988) 9:1, 49-78. This translation is presented with some reservation because of difficulties in translating parts of it (G.D.Y.).</p> </div> <div class="field field--name-upload field--type-file field--label-hidden field__items"> <div class="field__item"> <span class="file file--mime-application-pdf file--application-pdf"> <a href="https://georgeyonge.net/sites/georgeyonge.net/files/Pienaar_on_Landman.pdf" type="application/pdf; length=141438" title="Pienaar_on_Landman.pdf">Pienaar_on_Landman.pdf</a></span> </div> </div> Tue, 03 Jul 2012 17:36:42 +0000 George Yonge 124 at https://georgeyonge.net