Full Description
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 elucidates, through various permutations within the unique foci of each essay, the general phenomenological theme of the fundamental ontology of the human being as primordial learner. Reflecting his experience as scholar, teacher, and perennial learner, the author suggests how research in phenomenology might prove beneficial to the enhancement of both the theoretical and practical aspects of education; readers are invited to envision education as far more than merely a means by which to organize an effective learning experience in which knowledge is assimilated and skill sets are efficiently imparted, but rather as a holistic and integrated process in which knowing, acting, and valuing are original ways of Being-in-the-world.
Contents
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
