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Social efficiency and instrumentalism in education : critical essays in ontology, phenomenology, and philosophical hermeneutics /
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&...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Routledge, Taylor & Francis Group,
2014.
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| Colección: | Studies in curriculum theory.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Magrini, James M., |e author. | |
| 245 | 1 | 0 | |a Social efficiency and instrumentalism in education : |b critical essays in ontology, phenomenology, and philosophical hermeneutics / |c James M. Magrini. |
| 264 | 1 | |a New York : |b Routledge, Taylor & Francis Group, |c 2014. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 490 | 1 | |a Studies in curriculum theory series | |
| 588 | 0 | |a Online resource; title from PDF title page (viewed Apr. 9, 2014). | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover; Title; Copyright; DEDICATION; CONTENTS; Acknowledgements; Introduction: Practicing Education-Philosophy Curriculum as Phenomenological Text and the European Tradition in Existential-Phenomenological Philosophy; 1 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. | |
| 505 | 8 | |a Defining Phenomenological Self-Hood A Fundamental Ontological Vista Into Human Dasein2 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; 3 Phenomenology and Curriculum Inquiry Understanding the Methods of Willis, van Manen, and Heidegger; Setting the Historical Scene; The Phenomenology of George Willis. | |
| 505 | 8 | |a The Phenomenological Ontology of van Manen and HeideggerApologia A Defense of Phenomenological Research; 4 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. | |
| 505 | 8 | |a 5 Huebner's Reading of Heidegger's Fundamental Ontology The Authentic Reconceptualization of Learning, Historicity, and Temporality for Contemporary EducationHuebner'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; 6 Cosmopolitanism and Curriculum in a New Key The Complicated Philosophical Conversations of Pinar and Aoki. | |
| 505 | 8 | |a Cosmopolitan Curriculum as Polyphonic Discourse Orality and the Potential for Authentic ConversationCurriculum 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; Index. | |
| 520 | |a 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 elucidate. | ||
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| 650 | 0 | |a Education |x Philosophy. | |
| 650 | 6 | |a Éducation |x Philosophie. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Education |x Philosophy |2 fast | |
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| 776 | 0 | 8 | |i Print version: |a Magrini, James M. |t Social efficiency and instrumentalism in education |z 0415744008 |w (OCoLC)862589768 |
| 830 | 0 | |a Studies in curriculum theory. | |
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