ABSTRACT

This chapter continues the discussion of the concept of relevance begun in Chapter 3. It introduces the concept of thematic field and discusses its relationship with the structure of relevances and embodied knowledge. It then discusses the uses of Schutz’s distinction between thematic, interpretive, and motivational relevances. The chapter also treats the issue of Schutz’s distinction between intrinsic and imposed relevances, and how that conception provides an opening for understanding social processes of learning as well as those of power. In combination, these elements portray the full array of analytical possibilities that Schutz intended with the concept of relevance.