Ageing in Society: European Perspectives on Gerontology (3rd Edition), edited by John Bond,Sheila Peace,Freya Dittman-Kohli,and Gerben Westerhof

This study explored the meaning of the experiences of community-dwelling postmenopausal women who were born and grew up in a Muslim country when drawing a picture about their lived experiences of urinary incontinence. Hermeneutic phenomenology underpinned the study’s interpretive research approach. In-depth, semistructured interviews were conducted in two sessions with nine postmenopausal women. The participants were asked to draw a picture about their lived experiences of urinary incontinence in a self-portrait. Three themes emerged to illuminate the meaning of urinary incontinence, including “disruption of normal functioning,” “self-imposed restrictions,” and “feeling of despair.” Discussion of these themes was presented, and practice and research implications were suggested.     

Indicators of Preclinical Disability: Women's Experiences of an Aging Body

This paper is derived from a larger multimethod longitudinal study of women's bodily experiences and coping practices before the onset of disability. Twelve women participated in repeated performance measures, in-depth interviews of daily life and physically challenging events, and observations of daily activities conducted over 18 months. Interpretive phenomenological analysis of textual data showed that women's bodies provided multiple indicators or symptoms of preclinical disability. These indicators informed the women that their body was out of synch with their environment; conspicuous during social activities; and vulnerable to becoming dependent on others, technology, or assistive devices to accomplish daily activities. Greater attention to bodily indicators or symptoms may offer a practical method for clinicians to identify preclinical disability.     

Where do I belong? High-intensity teleworkers’ experience of organizational belonging

Despite the noted benefits of telework, concerns about distance, employees’ lack of presence, and how individuals remain connected to the organization and its members continue to surface. This is noteworthy because a sense of connectedness and feelings of belonging at work have been linked to engagement, productivity, and performance. The aim of this phenomenological study was to describe and understand the essence of high-intensity teleworkers’ experience of organizational belonging. Notions of identity fulfilment surface as central to how organizational belonging is experienced by high-intensity teleworkers. Expressions of organizational belonging included experiences that reflected self and other awareness, personal and professional fulfilment, support from others and participation. Not belonging was apparent where there was a lack of credibility, conflict, a loss of stability and exclusion from ownership. A definition of organizational belonging is offered, and recommendations for further research and practical suggestions for organizations employing high-intensity teleworkers are highlighted.     

论梅罗-庞蒂的肉体概念

本文根据梅罗-庞蒂的<可见者与不可见者>等晚期作品,通过澄清他的肉体概念,揭示其从知觉现象学到肉体本体论的转向,即意向生活不仅是主体向世界的生存投射和世界向主体的生存投射,而且还是存在的自身实现.     

时间性显现:“社会主义现象学”与胡塞尔、海德格尔现象学的差异

建立社会主义现象学,就是要以马克思主义的历史辩证法为指导并借鉴现象学的合理成分,对社会主义的历史现象进行考察分析。从时间性显现来说,社会主义现象学与胡塞尔、海德格尔的现象学有本质区别:时间性显现的动力机制不同,内涵不同,结构和基础不同,对时间性显现的前途观点不同,着重点和落脚点的把握不同,显现的特点与方式不同。     

马克思主义关于人类教育基本观念的发展与更新

马克思创立的实践辩证法,为人类教育基本观念的发展与更新提供了与以往一切哲学有别的新世界观和方法论,并深刻影响着各个不同地域和文化背景中思想理论的革命与建设。二十世纪以来,出现了一系列马克思主义新的生长点。用文化哲学来观照教育,在其基本意义上,是世代延续的人们借以取得其历史地位的教化过程。教育具有继承、参与和贡献的三重目的,文化哲学意义上的教育目标在于价值形成力与文化创造力。精神现象学既是一门关于人性的学问,又是关于思想意识的科学。它的建立和进一步探究必将大大丰富教育的内涵,并能通观入里地揭示个体精神的教育发生律,它有助于理解教育整体现象的规律性。     

新现象学的情境理论对儿童教育的影响

儿童教育不能只停留在"理性模式",即系统观察和文件引入这样的对象性的"素群"分析,我们要为儿童建立符合其个人情境成长完善的共同情境。这就要依据施密茨的新现象学情境理论。儿童只有在共同情境中实现原初的身体性、身体交流,真正地理解了人的解放与回归的含义,并能够自如地转换,再使其个人情境不断完善后,诸如规范、准则这些所谓社会化前提的东西才能实现。     

论梅罗-庞蒂对黑格尔和马克思的辩证法的现象学解释

梅罗庞蒂对黑格尔与马克思的辩证法的现象学的解释是从他对现代性危机的界定出发的。他认为 ,现代性的危机是理性模糊性的历史表现 ,在这一方面 ,黑格尔与马克思的辩证法是与现象学一致的 ,即历史的发展不是命定的 ,它还依赖于人的创造和愿望。只要人类认识到任何社会模式都不是普世主义的 ,而是对历史模糊性的一次把握和知觉 ,其目的在于激发人们去创造出更多、更新的模式和制度 ,那么人类就不难走出现代性的困境     

论伊德现象学中科学与技术的相互关系

伊德认为传统所谓技术是科学的应用的观点,是没有深入到存在论层次的认识论。从存在论来讲,技术先于科学,所有科学知识都是技术体现、建构或诠释的,当然,科学知识的获得并不是自然的,而是以对技术活动进行艰辛的科学解释为前提的,如此在技术建构的科学知识基础上,又展开着新的技术进步,科学与技术表现出环环相扣的接力关系。此科学与技术的存在论理解,揭示了科学与技术的生成逻辑,对科学与技术的创新发展应具启发作用。     

教育现象学研究的程序和方法

现象学在其本质上是一种方法,一种让事物按照其本来面目显现出来的方法。这在教育现象学研究中具体表现为以下四道程序与方法：其一,将研究的对象转向师生所体验到的教育生活世界;其二,通过调查研究来观看个别的示例———个别师生所体验到的教育生活世界;其三,在个别示例的基础上对教育生活世界进行现象学还原,从而直观到教育的纯粹本质———教育生活世界的稳定结构;其四,将自己的研究成果与其他现象学者和其他方法的相关研究成果进行比较,以分析其中的异同和各自的利弊,从而使自己的研究变得更加完善。