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.
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.
Dr. James M. Magrini teaches Western Philosophy and Ethics at College of Dupage, USA.
Inhaltsangabe
Acknowledgements Introduction: Practicing Education-Philosophy Curriculum as Phenomenological Text and the European Tradition in Existential-Phenomenological Philosophy Chapter One: The Historical Milieu of Social Efficiency Locating the Problem of the Loss or Forgetting of Phenomenological Self-Hood A Philosophical Overview The Influence of Positivism on Education The Rise of Society in Education World-Alienation in Arendt's Philosophy The Crisis of Alienation in Contemporary Education Philosophical Fall-Out in Practice Defining Phenomenological Self-Hood A Fundamental Ontological Vista into Human Dasein Chapter Two: The Destruktion of the Language of Learning in Social Efficiency Language and Conceptualization in Phenomenological Ontology and Original Learning Reconceptualizing the Language of Learning The Ontology of Original Learning as Being-Educated Ontological Learning and the Language of "Original" Questions Chapter Three: Phenomenology and Curriculum Inquiry Understanding the Methods of Willis, van Manen, and Heidegger Setting the Historical Scene The Phenomenology of George Willis The Phenomenological Ontology of van Manen and Heidegger Apologia: A Defense of Phenomenological Research Chapter Four: Philosophical Hermeneutics Socrates and the Ethos of Dwelling in a Philosophical Community of Original Learning as Bildung Human Transcendence as Hermeneutic Interpretation The Ethos of Becoming Other in the Face of Radical Alterity Transformation and Formation in Original Learning Bildung, Bildung Haben, and Außerschulische Bildung The Context of Human Dwelling as Hermeneutic Interpretation Socrates and the Philosophical Community of Original Learners Lingering Resonations Chapter Five: Huebner's Reading of Heidegger's Fundamental Ontology The Authentic Re-Conceptualization of Learning, Historicity, and Temporality for Contemporary Education Huebner's Authentic View of Education Through Heidegger's Conceptual Lens The Phenomenological Concern with Temporality and Historicity Huebner's Heidegger Potential Implications for an Authentic Education Transcendence, Liberation, and Emancipation Chapter Six: Cosmopolitanism and Curriculum in a New Key The Complicated Philosophical Conversations of Pinar and Aoki Cosmopolitan Curriculum as Polyphonic Discourse Orality and the Potential for Authentic Conversation Curriculum in a New Key Listening for the Reticent Call of Authentic Curriculum The Theoria-Praxis Continuum and the Space of Curriculum Theorizing Epilogue: Releasing our Potential-for-Being into the Indeterminate Future of Education's Past
Acknowledgements Introduction: Practicing Education-Philosophy Curriculum as Phenomenological Text and the European Tradition in Existential-Phenomenological Philosophy Chapter One: The Historical Milieu of Social Efficiency Locating the Problem of the Loss or Forgetting of Phenomenological Self-Hood A Philosophical Overview The Influence of Positivism on Education The Rise of Society in Education World-Alienation in Arendt's Philosophy The Crisis of Alienation in Contemporary Education Philosophical Fall-Out in Practice Defining Phenomenological Self-Hood A Fundamental Ontological Vista into Human Dasein Chapter Two: The Destruktion of the Language of Learning in Social Efficiency Language and Conceptualization in Phenomenological Ontology and Original Learning Reconceptualizing the Language of Learning The Ontology of Original Learning as Being-Educated Ontological Learning and the Language of "Original" Questions Chapter Three: Phenomenology and Curriculum Inquiry Understanding the Methods of Willis, van Manen, and Heidegger Setting the Historical Scene The Phenomenology of George Willis The Phenomenological Ontology of van Manen and Heidegger Apologia: A Defense of Phenomenological Research Chapter Four: Philosophical Hermeneutics Socrates and the Ethos of Dwelling in a Philosophical Community of Original Learning as Bildung Human Transcendence as Hermeneutic Interpretation The Ethos of Becoming Other in the Face of Radical Alterity Transformation and Formation in Original Learning Bildung, Bildung Haben, and Außerschulische Bildung The Context of Human Dwelling as Hermeneutic Interpretation Socrates and the Philosophical Community of Original Learners Lingering Resonations Chapter Five: Huebner's Reading of Heidegger's Fundamental Ontology The Authentic Re-Conceptualization of Learning, Historicity, and Temporality for Contemporary Education Huebner's Authentic View of Education Through Heidegger's Conceptual Lens The Phenomenological Concern with Temporality and Historicity Huebner's Heidegger Potential Implications for an Authentic Education Transcendence, Liberation, and Emancipation Chapter Six: Cosmopolitanism and Curriculum in a New Key The Complicated Philosophical Conversations of Pinar and Aoki Cosmopolitan Curriculum as Polyphonic Discourse Orality and the Potential for Authentic Conversation Curriculum in a New Key Listening for the Reticent Call of Authentic Curriculum The Theoria-Praxis Continuum and the Space of Curriculum Theorizing Epilogue: Releasing our Potential-for-Being into the Indeterminate Future of Education's Past
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