Memory in the Ontopoiesis of Life
Book Two. Memory in the Orbit of the Human Creative Existence
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Beschreibung
In the temporal becoming of individualizing life the actual present passes into past and comes to be reflected and recaptured in memory. While the vital logos of beingness recollects for its constitutive use (employment) fragments from memory ‘s magazine, ensuring constructive continuity in accordance with its genetic patterns, the creative logos of the human mind also is indebted in contrast to the work of memory in creative imagination for the essential role it plays in the selective transformation, invention, projection that informs the felt and intelligible logos of human selfhood, personality, meaning, fullness, destiny... within the human community and the world of life.
As fragmentary and seemingly disjointed as it is in relation to concrete subjective experience, memory as it surges from the past into the actual present, even though subject to transformation, maintains an essential link to constituting reality, yes, but more importantly outlines the future. The creative imagination of the logos of human mind projects horizons for the vertiginous past. An encircling continuity of sense then embraces the earliest evolution of humankind, on the one extreme, and the fulgurations of the sacral logos, on the other. Hence we may consider memory as sustaining the sensing the logos of the human orbit with its horizons. In its innumerably differentiated role we may find its unifying stream only upon the primogenital – ontopoietic – platform of the logos of life.
An individual has the potentiality to develop himself/herself during each period of his/her life. This potential for development can be affected by many diff- ent factors. These factors are divided into two main areas as internal factors and external factors. The common assumption is that internal factors are more effective than external factors. This is the dilemma about learning which p- cess of lifelong learning is related to self-actualization. In this paper, discussion is limited to concept of lifelong learning and self actualization. LIFELONG LEARNING An individual can take proper support form many components such as family, education system, media and peers. However, they may not provide proper s- port for the individual. Thus, the individual needs more pedagogical support to solve problems of life, develop his/her skills and capabilities. The pedagogical support should be given by educational system. Teaching and learning in some areas such as math, science, drawing, social studies and so on were de ned as pedagogical support in the past. But, this approach is weakening in today. During teaching and learning processes teacher and learner should focus on the learning rather than the teaching. The concept of learning is likely to be argued in many dimensions. The c- cepts of teaching and learning tend to be rede ned based on the latest changes.
Memory sustaining the continuity of the present and fortracing the future becoming Mediation of memory in the scalar metamorphosis of the logos of life Vertiginous radiation of Imaginatio Creatrix calls upon memory for tying the constitutive spheres of reality and of creative human existence Memory and the creative forging of human destiny; history, and the meaning of life Memory in projecting the horizons of the human orbit from its pristine origin till its destination of the sacral logos
Autor*in
Anna-Teresa Tymieniecka
Themen in »Memory in the Ontopoiesis of Life«
Edmund Husserl biology creative memory evolution imagination memorizing ontogenesis phenomenology