Phenomenology and Education

Phenomenologists or Continental thinkers argue for the subject-object continuum. For phenomenology, subjectivity is ofthe object, and object is forthe subject. This book applies that continuum to the holistic foundations of work or specialization. The author devotes a chapter to each of eight cultural applications of the subject-object continuum. Chapter One examines the specialist-generalist continuum meaning specialization forgeneral education. That continuum...
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Phenomenologists or Continental thinkers argue for the subject-object continuum. For phenomenology, subjectivity is ofthe object, and object is forthe subject. This book applies that continuum to the holistic foundations of work or specialization. The author devotes a chapter to each of eight cultural applications of the subject-object continuum. Chapter One examines the specialist-generalist continuum meaning specialization forgeneral education. That continuum comprises the framework for the remaining seven chapters. Those seven include production forcommunity, design foruser, automation foruser, computing forsociety, taxation forsociety, information formanufacturing, and procedure for goal. These eight applications constitute the basis for a core curriculum. The core curriculum gives holistic meaning, order, or cosmos to all jobs and to all people. Cosmos is a Greek word meaning humanistic-scientific order, irreducible to physics. The core curriculum is fundamental cosmology. Each of the eight continuities follow in a logical, systematic manner from the analytic-subjective continuum meaning object forsubjectivity. Phenomenology of education can become the human basis of a promising holistic logic, bringing together analytic and existential themes.