The paper analyses categories of every-day reality and of a life-world, reaching also for a related notion of intersubjectivity. Whereas all of them have phenomenological background, only the category of every-day reality has made a career in sociology, breaking offthe connection with its philosophical roots. Its phenomenological interpretations are recurred to in the article, together with showing its relation to Lebenswelt. The main concern is the extent to which it is possible to find religious meanings in every-day life in contemporary societies of the broadly-understood West. A degree to which it is allowed to bring meanings deriving from other spheres into the scope of every-day reality, as well as a concrete symbolic domain to be privileged, are historically and culturally changeable. Secularization that affects a society in an institutional dimension and its common sense, makes religious interpretations being less and less intersubjectively supported and loosing their status of being taken for granted. This situation encourages further secularization of individual life-worlds, and at persons who still identify themselves as religious strengthens the separation of religious province from the other domains of meanings and ways of experiencing the world. There is also a number of people who, despite the decline of

The purpose of this article is to reconstruct Sartre’s critique of selected elements of Freud’s psychoanalysis as far as the emotions theory is concerned. I am analysing those assumptions of Freud’s teachings which became subjected to Sartre’s critique and why. I also point out the fact that some of the elements of psychoanalysis where emphasised by Sartre as important for the development of the emotions theory. My deliberations are based largely on Sartre’s Sketch for a Theory of the Emotion.

Cultural indifferences among students are rampant, especially in a multicultural classroom. Thus, the teachers become the front liners in addressing these differences inside the classroom. This study aimed to determine the roles of the teachers in solving cultural indifferences inside the classroom. Using the Transcendental phenomenological approach in research, the researchers explored the experiences of eight teachers in Malangas Special Education Center, Poblacion, Malangas, Zamboanga Sibugay, Philippines. These teachers have personally experienced solving cultural indifferences inside their classroom due to having students from diverse tribes. The researchers explored their experiences through one-to-one interviews during their free time in their respective classrooms. Employing the Phenomenological data analysis of Kleiman (2004), the teachers played the roles of adviser, peacemaker, listener, and guidance counselor. These roles helped them address cultural discrimination inside the classroom and establish a peaceful learning environment to facilitate learning effectively and efficiently.

This qualitative phenomenological study was conducted to determine the school administrators’ time management strategies and how they helped them have effective school administration. The researchers interviewed school administrators of selected elementary schools in the Western Philippines. The study results disclosed that school administrators developed time management strategies such as delegation of authorities, setting clear priorities, managing distraction, making written plans, and setting time tables. These time management strategies were focused on the administrative supervision of the school administrators. These time management strategies could make the school operation smooth and easy and help them accomplish the administrators’ tasks efficiently.

The study represents a chapter in the book called Study on Theory and Methodology of the Game. Readers are presented with the meaning of a game and educational experience in the society, which is often labelled as post-modern. The study aims mainly at future teachers and there are examples of games accompanied by the methodology analysis in the book.