By K. Michalski
The topic of this learn is Husserl's concept of that means, from his critique of psychologism and the idea of that means that stems from it, in the course of the transcendental concept of that means of the assumption of Phenomenology, principles I and Cartesian Meditations, to the idea of time recognition and its effects for Husserl's realizing of that means. during the examine the strain in Husserl's proposal among interpretative suggestions, the `Cartesian' and the `Hermeneutical', is delivered to the fore.
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Additional resources for Logic and Time: An Essay on Husserl’s Theory of Meaning
It was a reasonably traditional didactic course, with little questioning or debate about what we were given to learn. Whilst enthusiastically devouring course lectures, knowing I was entering a profession where we felt we could make a difference, I also read philosophers such as Jean-Paul Sartre and Simone de Bouvoir in awe, without really understanding them. One reflection about those heady times concerns the grey-belted uniforms with starched white collars that we wore in hospital practicums, akin to our previous school uniforms.
2009). Teacher professional learning in an age of compliance: Mind the gap. Dordrecht: Springer. Heidegger, M. (1927/1962). Being and time (J. Macquarrie & E. ). London: SCM Press. , & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning, 1, 27–47. , & Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, 20(2), 109–131. Kemmis, S. (2005). Knowing practice: Searching for saliences.
Autonomy: A form of peer regulation that defines standards and quality of practice, with acceptance that professionals are independently responsible for their own judgements and that shortcomings will be dealt with by elected peers. 4. Commitment: A commitment to a code of ethics, guided by a service orientation, with professionals entrusted to act for the common public good, linked to an assumed ideology focused more on the value of work than on monetary return. Professional knowledge, involving theoretical, practical and attitudinal components, was and still is seen to be specialised, requiring specific and lengthy periods of education, controlled by universities, professional associations and governments.