A Lifeworld Critique of ‘Nature’ in the Taiwanese Curriculum: A perspective derived from Husserl and Merleau-Ponty

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Abstract

Learning about ‘nature’ has particular significance for education because the idea of nature is an important source of inspiring meaning-rich experience and creation. In order to have meaningful experiences in learning and living, this paper argues for a personal subject-related lifeworld approach to the learning of ‘nature’. Many authors claim that the lifeworld-led learning approach helps to enrich educational experience. However, there can be various interpretations of the lifeworld approach, as the concept of lifeworld is diversely understood. This paper proposes a personal, subject-related lifeworld approach from a Husserlian-Merleau-Pontian perspective. I suggest that it holds great potential for improving our current curriculum which suffers from meaning-impoverishment. This paper comprises the following parts: the elucidation of the lifeworld approach to learning, a demonstration of the flaws of current curricula by discussing and analysing the Taiwanese curriculum guidelines, and an exposition of the contribution of the Husserlian-Merleau-Pontian lifeworld approach towards improving our current curriculum.

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