Meaning and memory

In this paper I seek to provide the theoretical basis and empirical evidence for an existential phenomenological understanding of memory. Through an explication of Heideggers's understanding of time as “world time,” I offer a critique of memory as it is understood in the current cognitive-constructivist paradigm of psychology which understands memory within the framework of “clock time.” Through examples from 51 drawings and descriptions of children's first memories, which I collected from Danish elementary school children, I demonstrate how the framework of “world time” opens up a less reductionistic and more meaningful way of understanding the phenomenon of memory

Cognition · Cognitive psychology · Cognitive science · Epistemology · Existentialism · Explication · Phenomenon · Psychotherapist · Reductionism · Children's Rights and Participation · Identity, Memory, and Therapy · Philosophy · Psychology · Religious Education and Schools