β Scribed by James Ostrow
No coin nor oath required. For personal study only.
In this paper I focus on the phenomenon of environment on the level at which it is a lived context for human action and consciousness, but is not an object of consciousness, i.e., not a matter for attention and reflection. The focus of my considerations will be the pupil's prereflective familiarity with the school environment, which I take to be the experiential grounds for being disposed to the particular practices of the classroom, including those that teachers might view as 'learning activities'. In this way I hope to demonstrate the importance of the phenomenological exploration of prereflective experience for sociology, particularly that area of the sociology of knowledge that concerns itself with the problem of 'common sense'.
I believe that a principal objective of phenomenological reflection in the social sciences is to explicate the prereflective sensibility of inhabiting an environment. Contemporary sociology is indebted to the efforts of Alfred Schutz, who conceived of the basis for socially shared knowledge in terms of the taken-for-grantedness of everyday life, and helped sensitize us to the unreflective, habitual qualities of human consciousness. Nevertheless, I believe the notion of taken-for-grantedness pulls us away from an appreciation of the lived significance of the habitual. The concept does little more than identify habits of behavior and consciousness in their absence in reflection. It indicates nothing about the presence of the dynamics of habit in prereflective experience.
The insufficiency of the idea of 'taken-for-grantedness' for comprehending the depth of individuals' familiarity with their environments relates directly to the problem of understanding classroom experience. In his text, Life in Classrooms, Philip Jackson notes the typically miniscule amount of
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