克服卡夫卡:在波兰和德国导航康复过程
Marcin Kafar1, Claude-Hélène Mayer2
1Faculty of Educational Sciences, University of Lodz, Lodz, Poland.
概括
本研究探讨了思考作为对话,以使学术界变得人性化. 它揭示了在学术背景下共享的脆弱和弱点的力量,以抵抗和治愈.
科学领域:
- 社会科学 社会科学 社会科学
- 教育教育教育教育教育教育.
- 哲学 哲学 是一个哲学.
背景情况:
- 学术环境往往缺乏对主观经验的关注.
- 在波兰和德国的背景下,获得资格 (成为教授) 的过程可能是孤立的.
- 传统的学术实践可能没有完全解决学术工作的人类因素.
研究的目的:
- 探索思考是多个层面的对话:内部,人际和数字.
- 在学术环境中展示共同的痛苦,痛苦和脆弱的变革潜力.
- 倡导一个人性化的学术界,重视个人主观性,促进愈合.
主要方法:
- 利用自身民族学理论和存在哲学.
- 分析卡夫卡的文学作品作为理解共同斗争的框架.
- 采用一种对话式的方法,包括反射思维,面对面的对话和电子邮件通信.
主要成果:
- 这项研究强调了通过集体"克服卡夫卡"的"弱点力量".
- 分享的脆弱性和痛苦被证明是学术背景下的变革力量.
- 活动作为一种积极的自我民族学形式出现,培养抵抗力和愈合力.
结论:
- 人化学术实践需要承认和整合主观经验.
- 一个对话式的方法可以培养一个更有同情心和支持的学术社区.
- 接受脆弱性可以导致个人和集体成长,并在学术界带来积极的变化.
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