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The present article deals with the issue of life (Leben) in Husserl’s analyses of the consciousness of internal time. The fact that in these analyses the motif of life appears only sporadically does not diminish its importance. Life becomes an issue with regard to the intentions aimed at the context (Zusammenhangsintentionen). We try to clarify how these intentions participate in the mutual constitution of the unity of consciousness of internal time. In conclusion, we interpret some later texts to provide the reader with an understanding of Husserl’s late analyses of living with regard to the previous analysis of the consciousness of internal time.

In his Ideas Pertaining to a Pure Phenomenology and to a Phenomenological Philosophy, Edmund Husserl introduces the pure 'I' (reines Ich) as a peculiar, non-constituted transcendence that is not contained in the stream of immanent experience. In the Ideas, however, Husserl does not elaborate much on the consequences of this step regarding the internal time-consciousness. In this text, using Husserl's analyses in his so-called L-Manuscripts, we are trying to analyze the specific way of being of this pure 'I' in the light of this problem. The pure 'I' cannot be found in the stream of mental experiences, but leads egoic life as a subject in the form of 'being-present' (Dabeisein) for the series of these mental experiences. [ABSTRACT FROM AUTHOR]

This article tries to highlight main characteristics of the metaphysical frame of Marxist pedagogy. At first, it is important to see that the concept of ideology alone (in the question regarding totalitarian ideologies) presupposes a very specific metaphysic, i.e. metaphysic of the representing subject and subject of representations-ideas. In such a metaphysic a specific decision about humanity of man as well as worldliness of the world is introduced in the form of re-presentation and objectifying. How the humanity of man is understood? Is there not, under the political rhetoric of ideologies (totalitarian and not--totalitarian) a deeper common ground hidden, as our reference to the metaphysics of the subject was supposed to indicate? Insofar as upbringing in the European tradition has a sense of bringing man up to his own humanity, there is an implicit concept of human being in every concept of education. And insofar as man is not only an object in the world but also the "subject for the world" (Husserl), every such concept is arising from the correlation man-world. We would like to look more closely at the conditions of this correlation man-world in 20th century. [ABSTRACT FROM AUTHOR]

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Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)