Boredom: A Phenomenological and Pedagogical Perspective

Boredom, being one of the most common experiences in educational
\nsettings (Macklem 2015), understandably has seen a significant increase
\nin research dedicated to its pedagogical relevance and implications over
\nthe past two decades. This talk aims to provide an overview of the key
\nthemes pertinent from a phenomenological and pedagogical perspective
\non boredom, outlining the contours that can capture this phenomenon.
\nAs a leading clue, we take Heidegger’s interpretation of boredom as a
\nfundamental existential orientation (Heidegger 1995), while also integrating insights from other classical philosophers contributing to the topic,
\nsuch as Schopenhauer (1969), Kierkegaard (2004) and Benjamin (1999).
\nAdditionally, we rely on insights from literary and artistic representations of boredom (Goodstein 2005; Haladyn 2015; Kuhn 2017), history of
\npedagogy, and recent pedagogical research (Belton, Priyadharshini 2007;
\nGary 2013; Scribner 2020; Gary 2022).
\nIn the first part of our presentation, we will explore boredom from a
\nphenomenological angle, examining its deep connection with existential
\nmeaningfulness, necessity, possibility, and impossibility, and its influence
\non the modulation of time, attention, will, motivation, and phantasy. Special emphasis will be placed on the difference in structures of boredom
\nexperienced by children compared to adults, particularly concerning
\ntemporality, awareness of possibilities, and the relevance of imaginary
\nworlds versus the lifeworld.
\nIn the second part, we will investigate boredom as a school experience,
\ntaking into account the historical dimension of boredom, and the broader social context that has contributed to the ‘epidemic’ of this emotion in
\nmodernity (Haladyn, Gardiner 2017). In that sense we wonder was there
\nan experience of boredom before modern school? What is the difference
\nin the understanding of boredom between the so-called traditional and
\nprogressive education? What conditions influenced the consideration of
\nboredom as a typical experience in school?
\nIn conclusion, we will consider both positive and negative aspects of
\nboredom as a pedagogical experience to underscore the significance of
\nphenomenological research in pedagogy, demonstrating how a focus on
\nlived experiences can provide crucial pedagogical insights.