Dall'Alba Exploring Education Through Phenomenology

Diverse Approaches
1. Auflage 2010
ISBN: 978-1-4443-2283-5
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 104 Seiten, E-Book

This book explores the resurgence of interest in phenomenology as aphilosophy and research movement among scholars in education, thehumanities and social sciences.
* Brings together a series of essays by an international team ofphilosophers and educationalists
* Juxtaposes diverse approaches to phenomenological inquiry andaddresses questions of significance for education today
* Demonstrates why phenomenology is a contemporary movement thatis both dynamic and varied
* Highlights ways in which phenomenology can inform a broad rangeof aspects of educational theorising and practice, includinglearning through the body, writing online, being an authenticteacher, ambiguities in becoming professionals, and schooltransition

Autoren/Hrsg.

Dall'Alba, Gloria

Inhaltsverzeichnis

Notes on Contributors.
Foreword: Heidegger, Phenomenology, Education (MichaelPeters, University of Illinois).
Introduction to Diverse Approaches to Phenomenology andEducation (Gloria Dall' Alba, University ofQueensland).
1. The Phenomenology of Space in Writing Online (Max VanManen and Catherine Adams, University of Alberta).
2. Gut Instinct: The Body and Learning (Robyn Barnacle, RMITUniversity).
3. Schools as Places of Unselving: An Educational Pathology?(Michael Bonnett, University of Bath and University of LondonInstitute of Education).
4. Learning Professional Ways of Being (Gloria Dall'Alba, University of Queensland).
5. The Potentiality of Authenticity in Becoming a Teacher(Angus Brook, The University of Notre Dame).
6. Transition into High School: A Phenomenological Study(Krishnaveni Ganeson, Asquith Girls' High Schooland Lisa C. Enrich, Queensland University ofTechnology).
Index.

Über Autor(innen)

Gloria Dall'Alba is a senior lecturer in the School of Education at the University of Queensland in Brisbane, Australia. In her teaching and research she draws upon hermeneutic phenomenology, especially relating to notions of learning, teaching, professional practice, and inquiry. She has a particular interest in the education of professionals and questions of research methodology.