Die mitmenschlichen Begegnungen in der Milieuwelt

Phenomenology of Experiential Sharing: The Contribution of Schutz and Walther

“…The contemporary debate on collective intentionality in analytic philosophy has spanned three decades, but questions concerning the structure of experiential sharing (broadly construed) and social reality have obviously been a long-standing concern in philosophy, and, as it happens, also in classical phenomenology (Scheler 1954(Scheler [1912, Schutz 1967Schutz [1932, Walther 1923, Gurwitsch 2012[1931], Stein 2010a[1917], 2010b, Husserl (1973, 1952), von Hildebrand (1975[1930). …”

Phenomenology and Social Theory

“…Salice 2016b) and the hardly known Japanese phenomenologist and law scholar Tomoo Otaka who also developed a systematic ontology of social formations (1932). Other secondgeneration phenomenologists who have dealt extensively with the philosophy of social science from a phenomenological perspective include Felix Kaufmann (1944) and Aaron Gurwitsch (1931), who started their careers in Vienna and then emigrated to assume positions at the New School for Social Research in New York to become, along with their colleague Schütz, leading figures of the North American school of phenomenological sociology (see Barber 2004). 1 Phenomenology, however, was never merely an ontological, epistemological or even just purely philosophical enterprise.…”

“…Scheler begins 11 In particular Scheler (1926aScheler ( , 1926b, Stein (1922), the unduly forgotten Otaka (1932), , and Hildebrand (1930), but also Husserl (cf. Szanto 2016), Gurwitsch (1931), and the later Sartre (1960 with distinguishing four distinct types of "social unities" (soziale Einheiten). Importantly, Scheler's project is not just an ontological but also an axiological, or value-theoretic, project, and accordingly has a normative impetus.…”

Productivity as a paradox of acting as a teacher in self-regulatory situations in higher education – Results of a study experiment in teacher training

“…Rather, this process has the potential to generate new fields of research and to open up to continued work fields of investigation or activity which to date have been subject to little or no research. Using the group discussion method, modelled after Gurwitsch [14] it can on the one hand be identified how this joint participation was generally developed based on action-orientated knowledge, because teachersas an association in the sense of a communitycommunicate with each other and share their experiences. The group then represents their common experiences [11], which are regarded as collective memories and have formed through collective experiencethe "conjunctive experiential space" [15] over the course of the semester.…”