Image from Coce

New approaches to curriculum as phenomenological text : continental philosophy and ontological inquiry / James M. Magrini.

By: Contributor(s): Material type: TextTextSeries: Curriculum studies worldwidePublisher: [Basingstoke] : Palgrave Pivot, 2015Description: 1 volumeContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1349567639
  • 9781349567638
  • 1137573198
  • 9781137573193
  • 1137573171
  • 9781137573179
Subject(s): Additional physical formats: New approaches to curriculum as phenomenological text; No titleDDC classification:
  • 375.001 23
LOC classification:
  • LB1570 .M285 2015eb
Contents:
Pages:1 to 25; Pages:26 to 50; Pages:51 to 75; Pages:76 to 100; Pages:101 to 125; Pages:126 to 135.
Summary: 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.
Tags from this library: No tags from this library for this title. Log in to add tags.
Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book North Campus North Campus Main Collection 375.001 MAG (Browse shelf(Opens below)) 1 Available A547310B

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.

Description based on publisher supplied information; title not viewed.

There are no comments on this title.

to post a comment.

Powered by Koha