Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from philosophy proper (the European phenomenological-hermeneutic tradition) through curriculum studies. It thus presents the best of both worlds for the reader; there is a play or movement from philosophy proper to educational philosophy and then back again in order to locate and explicate what is intimated, suggested, and in some cases, left unsaid by educational philosophers. This amounts to a work on education-philosophy that elucidates, through...
Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from phi...
The scholarship of New Directions in Curriculum as Phenomenological Text manifests through close readings and interpretations of curriculum theorists and Continental philosophers, presented in the form of 'speculative philosophical essays, ' an important form of curriculum thinking-writing all but lost to the general contemporary field of research.
The scholarship of New Directions in Curriculum as Phenomenological Text manifests through close readings and interpretations of curriculum theorists ...
Bridging the gap between interpretations of "Third Way" Platonic scholarship and "phenomenological-ontological" scholarship, this book argues for a unique ontological-hermeneutic interpretation of Plato and Plato s Socrates. Reconceptualizing Plato s Socrates at the Limit of Education offers a re-reading of Plato and Plato s Socrates in terms of interpreting the practice of education as care for the soul through the conceptual lenses of phenomenology, philosophical hermeneutics, and ontological inquiry.
Magrini contrasts his re-reading with the views of Plato and...
Bridging the gap between interpretations of "Third Way" Platonic scholarship and "phenomenological-ontological" scholarship, this book argues for a...
Offering new and original readings of literature, poetry, and education as interpreted through the conceptual lens of Heidegger's later philosophy of the "Turn," this book helps readers understand Heidegger's later thought and presents new takes on how to engage the themes that emerged from his later writing. Suggesting novel ways to consider Heidegger's ideas on literature, poetry, and education, Magrini and Schwieler provide a deep understanding of the "Turn," a topic not often explored in contemporary Heideggerian scholarship. Their inter- and extra-disciplinary postmodern approaches...
Offering new and original readings of literature, poetry, and education as interpreted through the conceptual lens of Heidegger's later philosophy ...
and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable.
and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of ...
