A reflection of geometry teaching in husserlian perspective

Abstract

The paper intends to discuss the relationship between practical tacit knowledge and explicit formal knowledge in the light of Husserl's analysis of the origin of geometry, in order to draw both epistemological and pedagogical implications that can be of some utility for science education. For this purpose, we will use as methodological device Husserl’s notion of “genetic analysis”. This construct provides us a useful tool to shed light on the dynamic relationship between practice and theory in the field of geometry. In particular, it allows us to interpret the ideal concepts of geometry as correlates of idealizing operations grounded on specific practices that can be shown and described. This provides an anchor for learning by linking pure thought to practical experience. More generally, Husserl’s notion of “genetic analysis” can be an effective educational device for the construction of processes of "genèse fictive" of knowledge. This paper opens up new directions of theoretical and empirical research regarding the application of the notion of “genetic analysis” to the different teaching disciplines.