Existentialism and Phenomenology in Education PDF Download
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Author: David E. Denton
Publisher:
ISBN: 9780807725146
Category : Philosophy
Languages : en
Pages : 223
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Book Description
Author: David E. Denton
Publisher:
ISBN: 9780807725146
Category : Philosophy
Languages : en
Pages : 223
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Book Description
Author: Donald Vandenberg
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 244
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Book Description
Author: Colin Stanley
Publisher: Cambridge Scholars Publishing
ISBN: 1443893277
Category : Biography & Autobiography
Languages : en
Pages : 253
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Book Description
Colin Wilson’s first book The Outsider was published to great critical acclaim in May 1956. It was the first of six philosophical books, known collectively as ‘The Outsider Cycle’, compiled by Wilson during the following decade. A summary volume, Introduction to the New Existentialism, appeared in 1966. During the 1970s, however, Wilson’s interests became, on the surface, more varied, publishing books on criminology, psychology and the occult. But he always maintained a philosophical stance, irrespective of subject matter, and continued to write purely philosophical essays for journals, magazines, and symposia. This volume brings together, for the first time, his essays on seventeen philosophers, including some of those he met personally to discuss their ideas. In his essay on Spinoza he wrote: “Philosophers are never so entertaining – or so instructive – as when they are beating one another over the head.” It is that statement, applied to this particular volume, that makes these essays, from England’s only home-grown existential philosopher, so eminently readable, entertaining, instructive and, sometimes, controversial.
Author: Leonard Orr
Publisher:
ISBN:
Category : Philosophy
Languages : en
Pages : 232
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Book Description
"The compiling of a bibliography requires both a thorough knowledge of the subject . . . and the ability to discriminate effectively. Success depends as much on the clear definition of focus as on the evaluation of the texts considered. Orr succeeds on each count, thereby rendering an invaluable service to students and scholars alike. . . . Particularly interesting is the inclusion of works devoted to the interrelatedness of existentialism and the political and social sciences. And extremely helpful are the notations referring the researcher to sections of a work either of particular significance or pertinent to a specific point of view. An excellent introduction emphasizes the movement away from the fundamental (ontological) concerns of existential thought. . . . Orr's effort to resituate the research within the original dimensions of existentialism and phenomenology as exploratory processes, as opposed to intellectual systems, is most commendable."FRENCH REVIEW
Author: J.J. Chambliss
Publisher: Routledge
ISBN: 113651161X
Category : Education
Languages : en
Pages : 724
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Book Description
First Published in 1996. This first of its kind Encyclopaedia charts the influence of philosophic ideas that have had the greatest influence on education from Ancient Greece to the present. It covers classical thinkers as Plato, Augustine, Hypatia, Locke and Rousseau, as well as recent figures such as Montessori, Heldegger, Du Bois and Dewey. It illuminates time-hounded ideas and concepts such as idealism, practical wisdom, scholasticism, tragedy and truth, as well as modern constructs as critical theory, existentialism, phenomenology, Marxism and post-Colonialism. The coverage consists of 228 articles by 184 contributors who survey the full spectrum of the philosophy of education.
Author: Aaron S. Zimmerman
Publisher: IAP
ISBN: 1648029469
Category : Education
Languages : en
Pages : 234
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Book Description
Teachers not only serve as caretakers for the students in their classroom but also serve as stewards for society’s next generation. In this way, teachers are charged with responsibility for the present and the future of their world. Shouldering this responsibility is no less than an existential dilemma that requires not only professional solutions but also personal responsibility rooted in subjective authenticity. In the edited volume, authors will explore how the philosophy of Existentialism can help teachers, teacher educators, educational researchers, and policymakers better understand the existential responsibility that teachers shoulder. The core concepts of Existential philosophy explored in this edited volume imply that a teacher’s lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates. Furthermore, there is no guarantee that professional dictates are more valid than the existential realities of individual teachers. The philosophy of Existentialism encourages individuals to reflect on the existential realities of isolation, freedom, meaninglessness, and death in an effort to propel individuals towards more authentic ways of engaging in the world. The chapters of this edited volume advance the argument that being and becoming a teacher must be understood – at least in part – from the subjective perspective of the individual and that teachers are responsible for authoring the meaning of their lives and of their work. ENDORSEMENTS: "At a time when the purpose of education is increasingly conceived in terms of attaining skills necessary for the job market, and teaching and learning are assessed in terms of objective outcomes, this collection of fresh essays on the existential dimension of education as an institution offers an indispensable corrective. In wide-ranging reflections on the professional and inter-personal aspects of education, the authors show how existentialism’s emphasis on subjectivity, authenticity, and lived experience can enrich our thinking about teaching and learning and improve our practices in the classroom as it exists now. Any educator seriously interested in his or her profession will find timely insights in this thoughtfully conceived volume." — Steven Crowell, Rice University Historically, education and educational science have been torn between, on the one hand, ideas stressing technical rationality, efficiency, and evidence-based approaches and, on the other hand, ideas highlighting the need for deeper understandings and imaginative orientations. In the light of these trends, the book Problematizing the Profession of Teaching from an Existential Perspective is a fresh contribution that offers new insights to the field of teacher professionalism and teacher development. I recommend this book to everyone who is interested in gaining a deeper understanding of what it means to be and become a teacher. — Silvia Edling, University of Gävle
Author: Thomas Sheehan
Publisher: Routledge
ISBN: 1351516035
Category : Philosophy
Languages : en
Pages : 504
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Book Description
Many people consider Martin Heidegger the most important German philosopher of the twentieth century. He is indisputably controversial and influential. Athough much has been written about Heidegger, this may be the best single volume covering his life, career, and thought. For all its breadth and complexity, Heidegger's perspective is quite simple: he is concerned with the meaning of Being as disclosure. Heidegger's life was almost as simple. He was a German professor, except for a brief but significant period in which he supported the Nazi regime. While that departure from philosophy continues to haunt his name and work, one must question whether his thought from 1912 to 1976 should be measured by the yardstick of his politics from May, 1933, through February, 1934. Th is anthology addresses his complex but simple thought and his simple but complex life. In a real sense, Sheehan claims, there is no content to Heidegger's topic and legacy, only a method. But method must not be taken to mean a technique or procedure for philosophical thinking. Rather, the topic of Heidegger's thought and his pursuit of that topic, the "what" and the "how," are one and the same thing. Heidegger writes, "Alles ist Weg," "Everything is way," and man's Being is to be on-the-way in essential movement. Heidegger, argues in our essence we humans are the topic and the point is not to be led there so much as to come to know what we already know and to become what we already are. This brilliant collection confirms this truism, and is an excellent introduction to the work of this seminal thinker.
Author: Samuel D. Rocha
Publisher: BRILL
ISBN: 9004534539
Category : Education
Languages : en
Pages : 180
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Book Description
A guide through the philosophical tradition of phenomenology in the field of philosophy of education.
Author: Edward W. Taylor
Publisher: John Wiley & Sons
ISBN: 1118218930
Category : Education
Languages : en
Pages : 629
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Book Description
The Handbook of Transformative Learning The leading resource for the field, this handbook provides a comprehensive and critical review of more than three decades of theory development, research, and practice in transformative learning. The starting place for understanding and fostering transformative learning, as well as diving deeper, the volume distinguishes transformative learning from other forms of learning, explores future perspectives, and is designed for scholars, students, and practitioners. PRAISE FOR THE HANDBOOK OF TRANSFORMATIVE LEARNING "This book will be of inestimable value to students and scholars of learning irrespective of whether or not their emphasis is on transformative learning. It should find its way to the reference bookshelves of every academic library focusing on education, teaching, learning, or the care professions." PETER JARVIS, professor of continuing education, University of Surrey "Can there be a coherent theory of transformative learning? Perhaps. This handbook goes a long way to answering this question by offering a kaleidoscope of perspectives, including non-Western, that consider the meaning and practice of transformative learning." SHAUNA BUTTERWICK, associate professor, University of British Columbia "This handbook will be valuable and accessible to both scholars and practitioners who are new to the study of adult education and transformative learning and to more seasoned scholars who seek a sophisticated analysis of the state of transformative learning thirty years after Mezirow first shared his version of a then-fledgling theory of adult learning." JOVITA ROSS-GORDON, professor and program coordinator, MA in Adult Education, Texas State University
Author: James M. Magrini
Publisher: Routledge
ISBN: 1317801016
Category : Education
Languages : en
Pages : 231
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Book Description
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 various permutations within the unique foci of each essay, the general phenomenological theme of the fundamental ontology of the human being as primordial learner. Reflecting his experience as scholar, teacher, and perennial learner, the author suggests how research in phenomenology might prove beneficial to the enhancement of both the theoretical and practical aspects of education; readers are invited to envision education as far more than merely a means by which to organize an effective learning experience in which knowledge is assimilated and skill sets are efficiently imparted, but rather as a holistic and integrated process in which knowing, acting, and valuing are original ways of Being-in-the-world.
