Phenomenology and Educational Theory in Conversation

Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.

Auteur

Patrick Howard is Professor of Education at Cape Breton University in Sydney, Nova Scotia, Canada. He is co-editor of the open access journal Phenomenology & Practice.

Tone Saevi is Professor of Education at VID Specialized University, Bergen, Norway. She is the main editor of the open access journal Phenomenology & Practice.

Andrew Foran is Professor of Education at St. Francis Xavier University, Canada. He is co-editor of the open access journal Phenomenology & Practice.

Gert Biesta is Professor of Public Education in the Centre for Public Education and Pedagogy, Maynooth University, Ireland, and Professorial Fellow in Educational Theory and Pedagogy, Moray House School of Education and Sport, University of Edinburgh, UK.

Texte du rabat

Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.

This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse.

This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.

Contenu

Part 1: On Education

Introduction

Chapter 1: On the givenness of teaching: Encountering the educational phenomenon
*Gert Biesta

• Chapter 2: Uncovering what educators' desire through Kierkegaard's loving phenomenology
  Scott Webster

Chapter 3: Approaching education on its own terms
*Joris Vlieghe & Piotr Zamojski

• Chapter 4: Pedagogical Practice
  Andrew Foran Part 2: Children, Adults, Voice and Agency Introduction

Chapter 5: More Than Measurement: Education, Uncertainty and Existence
*Peter Roberts

• Chapter 6: Paulo Freire and Living a non-Neoliberal Life in Education
  Walter Omar Kohan

Chapter 7: A Phenomenology of Reading: Textual Technology and Virtual Worlds
*Eva-Marie Simms

• Chapter 8: Reality testing subjectivity, naivety and freedom - on the possibility of educational moments
  *Tone Saevi
• Part 3: The Existentials Introduction

Chapter 9: Bildung and Embodiment: Learning, practicing, space and democratic education
Malte Brinkmann

Chapter 10: Time, Individuality, and Interaction: A Case Study
Herner Saeverot & Glenn-Egil Torgersen

Chapter 11: The school building and the human: An intertwined relationship
*Eva Alerby

• Chapter 12: Active and Interactive Bodies
  *Stephen J. Smith
• Chapter 13: "Awakening to the World as Phenomenon": The Value of Phenomenology for a Pedagogy of Place and Place Making
  *David Seamon
• Chapter 14: From Kairos to Chronos: The Experience of Lived Time in Education
  *Erika Goble
• Chapter 15: Educational possibilities: Teaching toward the phenomenological attitude
  *Marcus Morse & Sean Blenkinsop
• Part 4: To Have Been Educated Introduction

Chapter 16: Deceptively Difficult Education: a case for a lifetime of impact
*Alan Bainbridge

• Chapter 17: Education as Pro-duction and E-duction
  *Stein M. Wivestad
• Chapter 18: Focal Practices and the Ontologically Educated Citizen
  *Dylan van Der Shyff
• Chapter 19: Between Having and Being: Phenomenological Reflections on Having Been Educated
  *Patrick Howard
• Index