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Education

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Education

Articles 1 - 11 of 11

Full-Text Articles in Philosophy

A "Fundamental Theory" Of Education Grounded In Ontology? A Phenomenological Rejoinder, James Magrini Oct 2013

A "Fundamental Theory" Of Education Grounded In Ontology? A Phenomenological Rejoinder, James Magrini

Philosophy Scholarship

No abstract provided.


When Praxis Breaks Down: What Heidegger's Phenomenology Contributes To Understanding Miscues And Learning In Reading, James Magrini Apr 2013

When Praxis Breaks Down: What Heidegger's Phenomenology Contributes To Understanding Miscues And Learning In Reading, James Magrini

Philosophy Scholarship

No abstract provided.


Towards A Phenomenological Understanding Of The Ontological Aspects Of Teaching And Learning, James Magrini Oct 2012

Towards A Phenomenological Understanding Of The Ontological Aspects Of Teaching And Learning, James Magrini

Philosophy Scholarship

No abstract provided.


Phenomenology For Educators: Max Van Manen And "Human Science" Research, James Magrini Oct 2012

Phenomenology For Educators: Max Van Manen And "Human Science" Research, James Magrini

Philosophy Scholarship

Phenomenology, in qualitative educational research, tends to be misunderstood. There are many reasons for this, not the least of which is that scholars/researchers working in the field often emulate and imitate the dense writing styles of the philosophical forerunners in phenomenology such as Hegel, Brentano, Husserl, Heidegger, and Merleau-Ponty. Thus the writing is beyond the comprehension of many education professionals and practitioners. Phenomenology need not be highly complex, and thus I have sought to provide a summary of the main themes from Max van Manen's (1990) Researching Lived Experience: Human Science for an Active Sensitive Pedagogy in highly ...


Huebner's Heidegger: Toward An Authentic Conception Of Learning And "Historicity" For Contemporary Education, James Magrini Apr 2012

Huebner's Heidegger: Toward An Authentic Conception Of Learning And "Historicity" For Contemporary Education, James Magrini

Philosophy Scholarship

No abstract provided.


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.


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 ...


Worlds Apart In The Curriculum: Heidegger, Technology, And The Poietic Attunement Of Art, James Magrini Jan 2010

Worlds Apart In The Curriculum: Heidegger, Technology, And The Poietic Attunement Of Art, James Magrini

Philosophy Scholarship

Margonis (1986) criticizes Heidegger’s philosophy and those who would attempt to adopt his views for the purpose of thinking education because of the "abstract nature of his discussions," which suggest "proposals regarding our political, economic and educational lives from the place of metaphysical argumentation" (p. 125). To the contrary, Dwyer, et al (1988) claim the Heidegger’s philosophy, "clearly suggests an educational theory" (p. 100). This, is perhaps an overly optimistic claim, for it glosses over the difficulty associated with plumbing the depths of Heidegger’s vast corpus in order to speculate on the legitimate potential his philosophy has ...


Aligning Nietzsche's "Genealogical" Philosophy With Democratic Educational Reform, James Magrini Nov 2009

Aligning Nietzsche's "Genealogical" Philosophy With Democratic Educational Reform, James Magrini

Philosophy Scholarship

No abstract provided.


Book Review: Curriculum And Aims, James Magrini Jan 1997

Book Review: Curriculum And Aims, James Magrini

Philosophy Scholarship

No abstract provided.