Between immediacy and reification : quotidian pedagogy, narrative, and recovery of language and meaning in nature
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Feng, Francis Hueitsu
issued: 2009-11-17T00:00:00
issued: 2003
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: As an open pedagogical invitation, my dissertation is a contribution as critical interpretive ontology with the promise of hope based upon my father's Dao Li, or principled living as a quest for the good. An embodied sense of narrative as unity of life interweaves within my exploratory work bringing together virtue, praxis and narrative. Arising out of an existential angst in the passing of my father and in my attempts to grapple with the questions he posed, I wrote autopoietically " from the middle" out of life within the space between life, topic, theory and method. I was motivated by my deep concern that, as educators, we are caught within a cycle of the reification of life making us complicit in the ecological crisis of modernity. Situated within the conceptual genre of educational research, my work interprets modern conceptions of nature as deeply flawed, wherein the loss of nature from the discourse of modernity is implicated in the general loss of meaning and sense of loss of the sacred. Within this context, I interpret reification in an expanded Lukacsian sense, to be the supreme danger to life, even over capital, when modern discourse looms large, threatening to preclude all other ways of being. To recover a language and meaning in nature, I draw from the hermeneutical-phenomenological tradition, casting my work as onto-linguistic in immediacy within what I call quotidian pedagogy. My exegesis is located in the dialectical flux between reification and immediacy. Within this flux, I postulate three interventionist movements that I have labelled appropriately as deconstructive, topographic, and immediate, around a circuit of nature model. This heuristic traces the pathway from construction to waste and sedimentation, through three movements that collectively: 1) recover nature through tracing the loss of nature from the discourse; 2) remap modern discourse to include nature; 3) experience and deconstruct the present in immediacy over abstraction. Pedagogicall…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/15051
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format: application/pdf
note: Between Immediacy and Reification: Quotidian Pedagogy, Narrative, and Recovery of Language and Meaning in Nature by FRANCIS HUEITSU FENG B.S. E.E.T., University of Houston, United States of America M.A., University of British Columbia, Canada A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES CENTRE FOR THE STUDY OF CURRICULUM AND INSTRUCTION We accept this dissertation as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA July 2003 © FRANCIS HUEITSU FENG, 2003 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Vancouver, Canada DE-6 (2/88) A B S T R A C T As an open pedagogical inv i tat ion, my dissertation is a contr ibut ion as c r i t i ca l interpretive ontology w i th the promise of hope based upon my fa ther ' s Dao Li, or pr inc ip led l iving as a quest for the good. An embod ied sense of narrat ive as unity of l i fe interweaves wi th in my exploratory work bringing together virtue, praxis and narrative. Arising out of an ex i s tent ia l angst in the passing of my father and in my attempts to grapple w i th the questions he posed, I wrote autopo iet ica l ly " f r om the m i d d l e " out of l i fe w i th in the space between l i fe , top ic, theory and method. I was mot ivated by my deep concern that, as educators, we are caught wi th in a cyc le of the re i f icat ion of l i fe making us compl i c i t in the eco log ica l crisis of modernity. …
has type: Thesis/Dissertation
date issued: 2003-11
is shown at: 10.14288/1.0055072
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/15051