THE PRESENCE AND CONSTITUTION OF KNOWLEDGE: THE PHENOMENOLOGICAL CONTRIBUTION OF EDMUND HUSSERL AND LOUIS LAVELLE TO EDUCATION

Abstract

The objectification of learning processes and the actual act of constituting knowledge seem to predominate in the current context of education where the transmission of information takes priority over the act itself constitutive of knowledge as the spiritual dynamism of the human subject. In response to this movement, the phenomenological tradition, based on the legacy of Edmund Husserl, in its method and approach constitutes an important reflective and resolute horizon. The present study aims to think about the role of presence, as a spatio-temporal way of constituting knowledge as a rescue of education from the ultimate soil of the life-world. The dialogue is established with Edmund Husserl and Louis Lavelle. Finally, it is considered that phenomenology re-imposes the central position of the person in the educational process and can be considered a decisive perspective within the scope of a humanistic education.