New approaches to curriculum as phenomenological text : continental philosophy and ontological inquiry /
Magrini, James M.,
New approaches to curriculum as phenomenological text : continental philosophy and ontological inquiry / James M. Magrini. - 1 volume. - Curriculum studies worldwide . - Curriculum studies worldwide. .
Includes bibliographical references and index.
Pages:1 to 25; Pages:26 to 50; Pages:51 to 75; Pages:76 to 100; Pages:101 to 125; Pages:126 to 135.
New Approaches to Curriculum as Phenomenological Text draws inspiration from the pioneering work of the re-conceptualists in curriculum theory who introduced and established the reading of curriculum as phenomenological text between 1967-2000. The book seeks to contribute to the re-thinking and advancement of this form of phenomenological research in both curriculum and education, and breaks and holds open a compelling dialogue across disciplines that opposes, confronts, and directly challenges the reign of metaphysical instrumentalism in all phases of standardized education. This reveals a phenomenological form of attuned learning grounded in a reconceived dwelling within the world that is at once creative, spiritual, and meditative.
1349567639 9781349567638 1137573198 9781137573193 1137573171 9781137573179
857089 Palgrave Macmillan http://www.palgraveconnect.com
Education--Curricula--Philosophy
Phenomenology.
LB1570 / .M285 2015eb
375.001
New approaches to curriculum as phenomenological text : continental philosophy and ontological inquiry / James M. Magrini. - 1 volume. - Curriculum studies worldwide . - Curriculum studies worldwide. .
Includes bibliographical references and index.
Pages:1 to 25; Pages:26 to 50; Pages:51 to 75; Pages:76 to 100; Pages:101 to 125; Pages:126 to 135.
New Approaches to Curriculum as Phenomenological Text draws inspiration from the pioneering work of the re-conceptualists in curriculum theory who introduced and established the reading of curriculum as phenomenological text between 1967-2000. The book seeks to contribute to the re-thinking and advancement of this form of phenomenological research in both curriculum and education, and breaks and holds open a compelling dialogue across disciplines that opposes, confronts, and directly challenges the reign of metaphysical instrumentalism in all phases of standardized education. This reveals a phenomenological form of attuned learning grounded in a reconceived dwelling within the world that is at once creative, spiritual, and meditative.
1349567639 9781349567638 1137573198 9781137573193 1137573171 9781137573179
857089 Palgrave Macmillan http://www.palgraveconnect.com
Education--Curricula--Philosophy
Phenomenology.
LB1570 / .M285 2015eb
375.001