Description
Book SynopsisPhenomenology 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.
Table of ContentsPart 1: On Education. 1. On the givenness of teaching: Encountering the educational phenomenon. 2. Uncovering what educators’ desire through Kierkegaard’s loving phenomenology. 3. Approaching education on its own terms. 4. Pedagogical Practice. Part 2: Children, Adults, Voice and Agency. 5. More Than Measurement: Education, Uncertainty and Existence. 6. Paulo Freire and Living a non-Neoliberal Life in Education. 7. A Phenomenology of Reading: Textual Technology and Virtual Worlds. 8. Reality testing subjectivity, naivety and freedom – on the possibility of educational moments. Part 3: The Existentials. 9. Bildung and Embodiment: Learning, practicing, space and democratic education. 10. Time, Individuality, and Interaction: A Case Study. 11. The school building and the human: An intertwined relationship. 12. Active and Interactive Bodies. 13. "Awakening to the World as Phenomenon": The Value of Phenomenology for a Pedagogy of Place and Place Making. 14. From Kairos to Chronos: The Experience of Lived Time in Education . 15. Educational possibilities: Teaching toward the phenomenological attitude. Part 4: To Have Been Educated. 16. Deceptively Difficult Education: a case for a lifetime of impact. 17. Education as Pro-duction and E-duction. 18. Focal Practices and the Ontologically Educated Citizen. 19. Between Having and Being: Phenomenological Reflections on Having Been Educated
