Making Education Educational by Halvor Hoveid & Marit Honerød Hoveid

Author:Halvor Hoveid & Marit Honerød Hoveid
Language: eng
Format: epub
ISBN: 9783030270766
Publisher: Springer International Publishing

4.3.3 Teaching in the Living Present – The Function of Memory-Images, or Retention

To make memory into a primary faculty of knowing is a dominant understanding in education. We want to confront education with the acts of teaching, showing that the function of memory entails complex structures and forms. Ricoeur refers to Husserl’s work; The Phenomenology of the Consciousness of Internal Time as a source for his philosophical deliberation on memory and time. Ricoeur writes about the importance of Husserl’s differentiation between a memory closely related to perception and another memory, with a distance to the actual perception. The use of this second memory as a representation of the past in the present is produced by the imagination and results from the work of recollection. Recognition operates in a close relation between perception, memory and time. Perception and memory are commonly referred to as a straightforward in-line coding of objectification in memory, rather simplistically and without any reference to time as a measure for change.

Looking at education as the mediation between generations is looking at education as a change that is expressed through generational differences. In this mediation between generations, teaching is a driver of the process. Here we describe this process through a more detailed explanation of the function of memory and time, where teaching makes things happen.

Husserl uses the expression retention, or primary memory, in a similar way to Bergson’s use of memory-image.8 This memory can be described as the prolonging of the present into a state of memory. To grasp this, think of time as if you are standing in a river. The water comes towards you, hits you, passes, and heads further and further away towards the sea, into oblivion. How can the temporal duration in this be explained?Since a new now is always entering into the scene, the now changes into a past; and as it does so the whole running-off continuity of pasts belonging to the preceding point moves ‘downwards’ uniformly into the depth of the past” (cited from Ricoeur, 2004, (§10,30)9)

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