Alfred Schütz is often credited with providing sociology with a firm ground derived from phenomenology of science and justifying it as a science operating within natural attitude. Although his project of social science draws extensively on Edmund Husserl’s theory of attitudes, it would be incorrect to assume that Schütz shares with the founder of phenomenology his conception of science. This paper compares Husserl’s and Schütz’s views on the structure and meaning of science and traces the roots of their radical divergence. (...) Whereas Husserl increasingly emphasises the importance of phenomenological reduction for the genuine human science, Schütz eventually rejects reduction and restricts the social science to a specific system of relevancies within the reality of the lifeworld. This paper presents the argument that Schütz’s conception eliminates the possibility of a phenomenological justification of social science, as it implies that there are no rationally justifiable grounds to pursue science. In this way, Schütz’s views substantially differ from the phenomenological theory of science and become open to the phenomenological critique of naivety. (shrink)

The paper presents, first, some general remarks about Husserl’s philosophical Phenomenology in view of relating it to the scientific study of consciousness, and recalls some of the basic methodological tenets of a Husserlian phenomenology of consciousness (I). It then introduces some recent work on so-called “mental imagery” in cognitive psychology and neuroscience (II). Next, a detailed exposition of a reflective analysis of conscious experiences that involve “imagery” or “images” is given (III), arguing thereby that reflective conceptual clarifications of various forms (...) of such experiences could contribute to research into their finer details. In order to show more distinctly that the conscious experiences involved in the contemporary cognitive and neuroscientific imagery research are indeed differently structured, a simple notation for designating the various structural components of the experiences under study will be used. In concluding (IV), some methodological assets concerning the present proposal of integrating the method of Husserlian phenomenology into the present-day, and hopefully even more so into the future study of consciousness are highlighted! (shrink)

With his “discovery” of the phenomenological reduction, Husserl confronted the problem of intersubjectivity: How is the Other constituted? Gustav Shpet, a Russian student of Husserl’s in Göttingen, unlike many others accepted the reduction on some level but, unlike Husserl, did not dwell on the problem. In this essay, we look first at the Russian treatment of intersubjectivity in the immediately preceding years and see that the concern was over the possibility of proving our natural conviction in the Other. We then (...) turn to Husserl’s position circa 1912 with its embryonic conception of empathy as its vehicle into the sphere of the Other’s “ownness.” Finally, we turn to Shpet, who cautiously suggests that Husserl’s division of intuition into two sorts, experiencing and ideal, is insufficient. Affirming Husserl’s claim that each species of being has a correlative cognitive method, Shpet asserts that social being should also have its own method. Shpet recognizes that Husserl does not ascribe originary givenness to what empathy provides, but might Husserl have been wrong about this? Could it be that empathy, properly understood as a third form of intuition, “comprehension,” provides social being originarily and therefore functions in the constitution of the Other analogously to the way experiencing intuition functions in the constitution of physical things? However, comprehension is employed on what the Other presents, namely signs, be they in the form of bodily movements, speech or even writing. In this way, Shpet transforms Husserl’s transcendental phenomenology into a hermeneutic phenomenology. (shrink)

The author explains that his background was in experimental psychology but that he wanted to study the whole person and not fragmented psychological processes. He also desired a non-reductionistic method for studying humans. Fortunately he came across the work of Edmund Husserl and discovered in the latter’s thought a way of researching humans that met the criteria he was seeking. Eventually he developed a phenomenological method for researching humans in a psychological way based upon the work of Husserl and Merleau-Ponty. (...) This article briefly describes the method. (shrink)

This article discusses the [development and] use of a video life-world schema to explore alternative orientations to the shared health consultation. It is anticipated that this schema can be used by practitioners and consumers alike to understand the dynamics of videoed health consultations, the role of the participants within it and the potential to consciously alter the outcome by altering behaviour during the process of interaction. The study examines health consultation participation and develops an interpretative method of analysis that includes (...) image elicitation (via videos), phenomenology (to identify the components of the analytic framework), narrative (to depict the stories of interactions) and a reflexive mode (to develop shared meaning through a conceptual framework for analysis). The analytic framework is derived from a life-world conception of human mutual shared interaction which is presented here as a novel approach to understanding patient-centred care. The video materials used in this study were derived from consultations in a Walk-in Centre (WiC) in East London. The conceptual framework produced through the process of video analysis is comprised of different combinations of movement, knowledge and emotional conversations that are used to classify objective or engaged WiC health care interactions. The videoed interactions organise along an active or passive, facilitative or directive typical situation continuum illustrating different kinds of textual approaches to practice that are in tension or harmony. The schema demonstrates how practitioners and consumers interact to produce these outcomes and indicates the potential for both consumers and practitioners to be educated to develop practice dynamics that support patient-centred care and impact on health outcomes. (shrink)

Recent research has found diat family caregivers do not discuss their caregiving in terms of tasks but instead describe their care as shaped by concerns, commitments and goals. The purpose of this paper is to challenge the ways in which nurses approach die family caregiving process and to explore possibilities for evolving nursing knowledge by questioning existing practice in die light of developing insight into die ways in which being a family caregiver is meaningful. A critique of die philosophical orientations (...) of rationalism and empiricism provides a platform to discuss the merits of a Heideggerian phe-nomenological approach in assisting nurses to better understand family caring experience. Such critique serves to support the notion of displacing die traditional scientific view as die prime means of disclosing trudi, acknowledging alternative ways of knowing. (shrink)

This paper explores the political import of Husserl’s critical discussion of the epistemic effects of the formalization of rational thinking. More specifically, it argues that this discussion is of direct relevance to make sense of the pervasive processes of ‘technization’, that is, of a mechanistic and superficial generation and use of knowledge, to be observed in current contexts of governance. Building upon Husserl’s understanding of formalization as a symbolic technique for abstraction in the thinking with and about numbers, I argue (...) that processes of technization, while being necessary and legitimate procedures for the reduction of complexities, also may give rise to politically unresponsive and ultimately dysfunctional ‘economies of thinking.’ This paper is structured in three parts. In the first part I outline Husserl’s account of the formalization and technization of thought and knowledge. In the second part I make my case for the political import of this account, departing in this context from positions that (a) regard Husserl’s discussions of formalization and its effects as merely epistemological, or that (b) try to mobilize Husserl for a one-sided critique of instrumental reason. In the final part I address a major shortcoming of Husserl’s account, namely its neglect of the concrete and historically evolving technological infrastructures of processes of formalization/technization. (shrink)

This article begins with a critical discussion of the commonly used phenomenological term “self-affection,” showing how the term is problematic. It proceeds to clarify obscurities and other impediments in current usage of the term through initial analyses of experience and to single out a transcendental clue found in Husserl’s descriptive remarks on wakeful world-consciousness, a clue leading to a basic phenomenological truth of wakeful human life. The truth centers on temporality and movement, and on animation. The three detailed investigations that (...) follow – of sensations and dynamics with respect to affectivity and movement, of the experiential connection between affectivity and movement, and of the defining features that Husserl identifies as “the sphere of ownness” – show specifically how temporality and movement are linked and how animation is at the heart of what is called ‘self-affection’. They show further that Nature in the form of the felt dynamics of life itself warrants substantive and assiduous phenomenological elucidation. (shrink)

Whether Husserl is a conceptualist has been heatedly debated among contemporary Husserl scholars. The present article intends to join the debate by asking the question of how, in the Husserlian context, intuitive acts fulfill signitive ones. On the one hand, those who take Husserl to be a conceptualist hold the content-identity theory, arguing that intuitive act and signitive act have the same content, so that the former can fulfill the latter. On the other hand, the non-conceptualists defend the object-identity theory (...) and claim that it is the identity of object of intuitive and signitive act that makes fulfillment possible. On the basis of a careful reading of the sixth investigation of Husserl’s Logical Investigations, the article proposes a dynamic content-identity theory, in which the identity of content does not mean that intuitive act and signitive act have the identical content accidentally, but rather, in the dynamic fulfillment process, the intuitive act obtains the content that overflows into it from the signitive act, so that the two acts have the identical content. And this article shows how the dynamic content-identity theory places Husserl in the conceptualist camp while avoiding certain difficulties of either plain content-identity theory or object-identity theory. (shrink)

The paper first addresses Husserl's conception of philosophical phenomenology, metaphysics, and the relation between them, in order to explain why, on Husserl's view, there is no metaphysics of consciousness without a phenomenology of consciousness. In doing so, it recalls some of the methodological tenets of Husserl's phenomenology, pointing out that phenomenology is an eidetic or a priori science which has first of all to do with mere ideal possibilities of consciousness and its correlates; metaphysics of consciousness, on the other hand, (...) has to do with its reality or actuality, requiring an eidetic foundation in order to become scientifically valuable. Presuming that, if consciousness is to be the subject-matter of a metaphysics which is not simply speculative or based on prejudice, it is crucial to get the phenomenology of consciousness right, the paper then engages in a detailed descriptive-eidetic analysis of mental acts of re-presenting something and tries to argue that their structures, involving components of non-actual experiencing, pose a serious problem for a materialistic or physicalistic metaphysics of consciousness. The paper ends with a brief comment on Husserl's broader view of metaphysics, having to do with the irrationality of the transcendental fact, i.e. the constitution of the factual world and the factual life of the mind. (shrink)

(2005). On Bringing Consciousness into the House of Science – with the Help of Husserlian Phenomenology. Angelaki: Vol. 10, continental philosophy and the sciences the german traditionissue editor: damian veal, pp. 145-162.

Drawing on Merleau-Ponty’s “lived body” theory, we argue for a shift towards a lived-experience and body-specific curriculum in South Africa. Such a curriculum would view learning as a lived, embodied, social and culturally contextualised field. Its central aim would be to draw the learner into a plane of consciousness conducive to being awakened to the act of learning through an attitude of full attention. We specifically use the term “body-specific” to imply, as opposed to a one-size-fits-all curriculum model, one in (...) which lived experience and the “body” form the conceptual basis on which the curriculum is built. Consequently, we reject the orthodox cognitive conception of the curriculum which views learning as a mental exercise oriented towards the acquisition of pre-designed knowledge that is “outer fixed” and “inner constructed”. In contrast, we propose that learning should be outwardly constructed through lived experience and inwardly fixed as knowledge develops against the pre-noetic background of the lived world. Underpinning this is the essentially Merleau-Pontian notion that the knowledge we hold originates from our relationships with this world that are embodied in experience, and our engagements within society and culture. The “inner” and “outer” shift in learning infers a switch from pure, disciplinary, homogeneous, expert-led, supply-driven, hierarchical, peer-reviewed and almost exclusively university-based learning to experience-based, applied, problem-centred, trans-disciplinary, heterogeneous, hybrid, demand-driven learning. In such a curriculum, the role of the teacher would be to focus on how the world arranges itself around the learner and to guide learners to see how the world reveals itself to them through their personal lived experience. (shrink)

The 1904 World's Fair in St. Louis sponsored both an International Congress of Arts and Sciences aimed at unity of knowledge and an anthropology exhibit of diverse peoples. Jointly these represented a quest for unifying knowledge in a diverse world that was fractured by isolated specializations and segregated peoples. In historical perspective, the Congress's quest for knowledge is overshadowed by Ota Benga who was part of the anthropology exhibit. The 1904 World's Fair can be viewed as a Euro-American ritual, a (...) global pilgrimage, which sought to celebrate the advances and resolve the challenges of modernity and human diversity. Three years later Afropentecostalism dealt with these same issues with different methods and rituals. This ritual system became the most culturally diverse and fastest growing religious movement of the twentieth century. I suggest that the anthropological method of Frank Hamilton Cushing, the postcritical epistemology of Michael Polanyi, and the Afropente-costal ritual movement initiated by William J. Seymour are all attempts to develop a postmodern epistemology that is simultaneously constructive, focused on discerning reality, and broad enough to allow for human consciousness and diverse human communities. I explore this confluence of scientific and participatory epistemology through six theses. (shrink)