Phenomenological Formation —The Transition From Pre-Predicative Passivity to Reflective Activity in Teaching and Learning Processes—

tránsito de la pasividad pre-predicativa a la actividad reflexiva, en los procesos de enseñanza y aprendizaje

Abstract

_{The article develops a phenomenological-genetic theory of formation based exclusively on Analysen zur passiven Synthesis (Hua XI). Its central thesis holds that all genuine formation consists in a transition from pre-predicative passivity to reflective and predicative activity—a transition that does not abandon its passive ground, since every activity sedimentates as habituality and reconfigures the passive background that makes future position-takings possible. First, formation is defined as a stable configuration of habits and cognitive style, and the phenomenological point of departure is justified through the distinction between passive syntheses (horizons, concordances and discordances, affinities) and active position-takings (decisions, convictions, judgments), showing how active achievements sink back into the passive background while retaining the trace of their genesis. The analysis then turns to the elementary layers of experience—affection, implicit attention, the field of presence, co-presence, and horizon—in order to account for the functioning of the “unconscious” as a repository of instituted senses and for affective awakening as the selective principle of thematization. Subsequently, the article reconstructs the passive genesis of formation in terms of the preservation of knowledge as a durable epistemic possession, the stabilization of attentional habits, and the constitution of the interrogative attitude as a practical habituality. The analysis culminates at the level of judgment, examining the reactivation of sediments, the constitution of the subject and determination, predication, and critical reflection on one’s own judgments. Finally, these theses are translated into a didactic key: learning is shown to involve a reconfiguration of horizons, while teaching consists in the intentional organization of passivity through signs, repetition, and expectations, thereby opening the possibility of a responsible and communal formation.}