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Full-Text Articles in Philosophy

Huebner's Critical Encounter With The Philosophy Of Heidegger In Being And Time: Learning, Understanding, And The Authentic Unfolding Of History In The Curriculum, James Magrini Dec 2011

Huebner's Critical Encounter With The Philosophy Of Heidegger In Being And Time: Learning, Understanding, And The Authentic Unfolding Of History In The Curriculum, James Magrini

Philosophy Scholarship

This paper responds to the following question: "What are the issues concerned with potential educational reform that arise from Huebner's critical encounter with Heidegger and the tradition in education and curriculum theory?" In attempting a rejoinder, I revisit Huebner's groundbreaking essay, "Curriculum as Concern for Man's Temporality," which introduces the phenomenological method in education and curriculum studies, with the goal of examining in detail the underlying themes, issues, and concepts, which ground Huebner's reconceptualization of curriculum reform, as they emerge from Heidegger's philosophy. I show that Huebner's understanding of Being-in-the-world in terms of the ...


Recovering A Phenomenological-Hermeneutic Understanding Of The Human Being As "Learner": Exploring The Authentic Teacher-Pupil Relationship, James Magrini Jul 2011

Recovering A Phenomenological-Hermeneutic Understanding Of The Human Being As "Learner": Exploring The Authentic Teacher-Pupil Relationship, James Magrini

Philosophy Scholarship

No abstract provided.


On Art Education: Can Art Give Us Knowledge?, James Magrini Apr 2011

On Art Education: Can Art Give Us Knowledge?, James Magrini

Philosophy Scholarship

No abstract provided.


Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini Jan 2011

Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini

Philosophy Scholarship

The current definition of a good teacher is grounded in sets of pre-determined competencies established and imposed upon schools by bureaucratic organizations that are, proximally and for the most part, removed from the foundational elements of education, namely, the existential, embodied conscious experience of teaching and learning as it unfolds in the lived world of schools and universities. As Pinar (2004) observes, contemporary American education is deterministic, and "in its press for efficiency and standardization,' has the effect of reducing "teachers to automata" (p. 28). Thus, the subject-hood, or authentic identity, of both teachers and students is not of their ...