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Imagining excentric and poly(ex)centric positionality

Modelling Helmuth Plessner’s theory as ‘philosophical transformative learning in action’ in higher education

Imagining excentric and poly(ex)centric positionality

Modelling Helmuth Plessner’s theory as ‘philosophical transformative learning in action’ in higher education

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How is an academic philosopher, humanities researcher, or scientist with an interest in philosophy able to imagine, understand and reproduce a philosophical theory that’s highly abstract in a way, because the theory is a priory by nature and doesn’t use a lot of examples that relate to daily life? For example, Helmuth Plessner’s Die Stufendes Organischen und der Mensch(1928)? Talking from my own experience as a trained academic philosopher with a master’s degree and a PhD in philosophy of anthropology and technology (Müller 2009), it takes a lot of analytical training and many years of study to build a huge‘internal mental mind map’–looking like a gigantic spider’s web or grid with interrelated philosophical and other scientific concepts–that serves as a road map to compare ideas, deepen the understanding of formerly read texts and gain new perspectives on philosophy as a discipline and life in general.

Working in academia, this way of reading texts, understanding theories, producing papers and a dissertation, worked very well for me for quite some time. Until I startedtoteachphilosophy myself as a PhD student. In university, students are used to lectures accompanied by PowerPoints with lots of slides packed full of theories, definitions, andquotes, and sometimes a few images are added. I liked doing ‘traditional knowledge transfer education’ during my lectures but enjoyed the work groups even better as Ilearned a lot myself from the discussions with my students. Although being the‘master’ in front of a class of‘students’ has its beautiful sides (standing in a long tradition ofteaching regarded as a craft, where knowledge is passed over like a‘guild system’), I preferred the ’democratic ways of the work group’ joining efforts together in gaining a better understanding of philosophical theories and the way they relate to history and the cultures we live in–and our own lives. I always had the feeling that teaching philosophy could be done in a different way. This made me think. Could I invent a set-ting where the traditional ways of knowledge transfer would intertwine with the spicy‘agree to disagree’ discussions and moments of synergy?


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OrganisatieDe Haagse Hogeschool
AfdelingFaculteit Business, Finance & Marketing
Faculteit IT & Design
LectoraatLectoraat Duurzame Talentontwikkeling
Lectoraat Filosofie en Beroepspraktijk
Gepubliceerd inInternationales Jahrbuch für philosophische Anthropologie De Gruyter, Berlin/Boston, Vol. 11, Uitgave: 1, Pagina's: 127-152
Datum2023-08-07
TypeArtikel
DOI10.1515/jbpa-2021-0008
TaalEngels

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