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Record identifier : 569707
Personal Name - Primary Intelectual Responsibility : Hopkins, Jeremy James
Title and statement of responsibility : Being a teacher and the teaching of being [Thesis]
Publication, Distribution,Etc. : University of Minnesota, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of Minnesota
Summary or Abstract : This thesis is an attempt to explain how the philosophy of Martin Heidegger, and its interpretation through the work of certain other Heideggerian inspired philosophers, might challenge the nature of education as it is practiced and understood in present day Western culture. Basically, such a challenge would amount to a deconstruction of the rationalism that pervades much educational thinking clearing the way for some kind of recovery. Importantly, and in typical Heideggerian fashion, such recovery should not be read as necessarily resulting in a construction of some new set of policies, directives, or pragmatically useful means to some set of desired ends. What is primarily at stake in a Heideggerian recovery is the ontological rather than the ontic concerns of being "in" western culture. As such, the recovery would be more of a pointing out, or a pointing to, than a rationalization of a specific order of action; more of a calling to recover marginalized practices than a search for the effective technique; more of a cry for reinvestment in the meaning of being than the articulation of right principles; and more of a validation of the poetic grasping of experience than an argument for the importance of individual expression. Essentially the thesis asks the more specific question, what does a Heideggerian understanding of being, one sympathetic to putting the question of being at the center of philosophical speculation, make of the dominating ways teaching and teacher education are currently understood in the Anglo-American world and what could it contribute?.
Topical Name Used as Subject : Curriculum development
: Education philosophy
Information of biblio record : TL
 
 
 
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