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This article provides a critical view of the didactic transposition of the dominant approach to psychology, which is now extended to the psychology of education. First, we present the scientific principles used in psychology training. These principles concern the notion of participant, privileged research objects and the activity of the researcher. Following Habermas (1987), we demonstrate that this psychology participates in a “colonization of the lifeworld” and in its historico-cultural narrowing. Finally, we propose an epistemological and methodological alternative allowing a re-reading of these three principles in a historico-cultural perspective.
Keywords: Contrôle, Corpus préexistants, Exhaustivité, Préoccupations, Control, Corpus, Exhaustivity, Preoccupation, Pre-existing
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AbstractThe aim of this essay is to identify and to analyze some key aspects of Husserl's critique of Natorp's psychology in the fifth Logical Investigation. After dividing Husserl's argumentation into four main objections, we show that what is at stake in all of them is the idea of an empirical psychology in Brentano's style. From that perspective we comment two of the most significant questions raised by the Husserl-Natorp debate : the nature of the difference between psychical and physical, the possibility of objectifying phenomenal contents. We then attempt to clarify in what sense Husserl's and Natorp's answers to these two questions are diametrically opposed. We conclude by some remarks on the intrinsic weaknesses of Natorp's approach.