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Full-Text Articles in Philosophy

Social Efficiency And Instrumentalism In Education: Critical Essays In Ontology, Phenomenology, And Philosophical Hermeneutics, James Magrini Dec 2013

Social Efficiency And Instrumentalism In Education: Critical Essays In Ontology, Phenomenology, And Philosophical Hermeneutics, James Magrini

James M Magrini

No abstract provided.


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

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

James M Magrini

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

James M Magrini

No abstract provided.


An Ontological Notion Of Learning Inspired By The Philosophy Of Hannah Arendt, James Magrini Nov 2012

An Ontological Notion Of Learning Inspired By The Philosophy Of Hannah Arendt, James Magrini

James M Magrini

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

James M Magrini

No abstract provided.


Dialectic And Dialogue In Plato: Revisiting The Image Of "Socrates-As-Teacher" In The Hermeneutic Pursuit Of Authentic Paideia, James Magrini Oct 2012

Dialectic And Dialogue In Plato: Revisiting The Image Of "Socrates-As-Teacher" In The Hermeneutic Pursuit Of Authentic Paideia, James Magrini

James M Magrini

No abstract provided.


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

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

James M Magrini

No abstract provided.


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

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

James M Magrini

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 ...


Existentialism, Phenomenology, And Education, James Magrini Sep 2012

Existentialism, Phenomenology, And Education, James Magrini

James M Magrini

No abstract provided.


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

James M Magrini

No abstract provided.


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

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

James M Magrini

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 Jun 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

James M Magrini

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 Jun 2011

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

James M Magrini

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 Feb 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

James M Magrini

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 ...


How The Conception Of Knowledge Influences Our Educational Practices: Toward A Philosophical Understanding Of Epistemology In Education, James Magrini Oct 2010

How The Conception Of Knowledge Influences Our Educational Practices: Toward A Philosophical Understanding Of Epistemology In Education, James Magrini

James M Magrini

This paper explores how the conception and valuation of the knowledge within our educational practices determines the planning, writing, and implementation of the curriculum. There is a pressing need for educators to philosophically and systematically understand the relationship between the foundational epistemological beliefs that ground a curriculum and its relationship to forming the notions of competency, pedagogy, and the methods for evaluating and assessing student progress. These issues are not only relevant, but crucial when attempting to justify a particular conception of education, which relates directly to the student's potential for intellectual growth and social development. It may be ...


Toward A "Democratic" Vision Of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse In The Humanities Classroom, James Magrini Oct 2010

Toward A "Democratic" Vision Of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse In The Humanities Classroom, James Magrini

James M Magrini

Philosophers of education writing on teaching for social justice and student empowerment have suggested various theories for enacting a "democratic" learning environment within our schools. Strategies that have been suggested include classroom management stressing student-centered learning, peer-interaction, and the inclusion of diverse learning needs and styles grounded in a pedagogy composed of instructor-student initiated "discourse." Building on "social meliorist," or Social Reconstruction curriculum theory, I attempt to define the notion of authentic "critical pedagogy" through the analysis of classroom instruction in the humanities, and literature in particular. There is the potential for the emergence in praxis of an authentic "democratic ...


Book Review: Curriculum And Aims, James Magrini Oct 2010

Book Review: Curriculum And Aims, James Magrini

James M Magrini

No abstract provided.


Teaching Western Philosophy: An Anti-Authoritarian Approach, James Magrini Feb 2010

Teaching Western Philosophy: An Anti-Authoritarian Approach, James Magrini

James M Magrini

No abstract provided.


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

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

James M Magrini

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 ...


Curriculum Issues: Democratic Education And Knowledge, James Magrini Feb 2010

Curriculum Issues: Democratic Education And Knowledge, James Magrini

James M Magrini

No abstract provided.


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

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

James M Magrini

No abstract provided.


How The Conception Of Knowledge Influences Our Educational Practices: Toward A Philosophical Understanding Of Epistemology In Education, James Magrini Nov 2009

How The Conception Of Knowledge Influences Our Educational Practices: Toward A Philosophical Understanding Of Epistemology In Education, James Magrini

James M Magrini

This paper explores how the conception and valuation of the knowledge within our educational practices determines the planning, writing, and implementation of the curriculum. There is a pressing need for educators to philosophically and systematically understand the relationship between the foundational epistemological beliefs that ground a curriculum and its relationship to forming the notions of competency, pedagogy, and the methods for evaluating and assessing student progress. These issues are not only relevant, but crucial when attempting to justify a particular conception of education, which relates directly to the student's potential for intellectual growth and social development. It may be ...