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The Lived Life in the Writings of Ma...

Powers, Shawn Maureen.

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The Lived Life in the Writings of Maxine Greene.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Lived Life in the Writings of Maxine Greene./
Author:	Powers, Shawn Maureen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	231 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588430
ISBN:	9781303264887

The Lived Life in the Writings of Maxine Greene.
Powers, Shawn Maureen.

The Lived Life in the Writings of Maxine Greene. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 231 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--Plymouth State University, 2012.

For a long time my ears were pricked whenever I came across the term lived life in Maxine Greene's writings. In reviewing the works of Greene scholars I was unable to find any mention of this term. I was motivated to write this dissertation as a means of coming to understand the possible meaning of lived life though a review of Greene's books: Teacher as Stranger (1973), Landscapes of Learning (1978), The Dialectic of Freedom (1988), Releasing the Imagination (1995) and Variations on a Blue Guitar (2001). My inquiry uses a hybrid of qualitative methodologies (Alvesson & Skoldberg, 2000; Richardson & St. Pierre, in Denzin & Lincoln, 2005; Sinner, Leggo, Irwin, Gouzouasis & Grauer, 2006; Smith, 1992; Sullivan, 2010) that assembles autobiography, inquiry, and reflexive writing as a meta-analytic exhibition of possibility (Sullivan, 2010). My inquiry concludes that Greene's use of lived life is a further developed prereflective state whose antecedents include Husserl's (1954) life-world and MerleauPonty's (1945) primordial silence. Through my findings I determine that lived life is emblematic of Greene's distinction within the field of philosophy given the intersubjective and human qualities of the term that catalyze an individual's choice in creating the existential project of change. I also conclude that lived life is characterized by its presence for the aesthetic encounter to occur. These findings have considerations for OF Leadership True Merleau-Ponty's leadership in considering how opportunities can be made for students, colleagues, and citizens to engage their lived lives in constructing change in education, the workplace, and the community at large.

ISBN: 9781303264887Subjects--Topical Terms:

3173367
Educational philosophy.

The Lived Life in the Writings of Maxine Greene.
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245 1 4 $a The Lived Life in the Writings of Maxine Greene.
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300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Marianne M. True.
502 $a Thesis (Ed.D.)--Plymouth State University, 2012.
520 $a For a long time my ears were pricked whenever I came across the term lived life in Maxine Greene's writings. In reviewing the works of Greene scholars I was unable to find any mention of this term. I was motivated to write this dissertation as a means of coming to understand the possible meaning of lived life though a review of Greene's books: Teacher as Stranger (1973), Landscapes of Learning (1978), The Dialectic of Freedom (1988), Releasing the Imagination (1995) and Variations on a Blue Guitar (2001). My inquiry uses a hybrid of qualitative methodologies (Alvesson & Skoldberg, 2000; Richardson & St. Pierre, in Denzin & Lincoln, 2005; Sinner, Leggo, Irwin, Gouzouasis & Grauer, 2006; Smith, 1992; Sullivan, 2010) that assembles autobiography, inquiry, and reflexive writing as a meta-analytic exhibition of possibility (Sullivan, 2010). My inquiry concludes that Greene's use of lived life is a further developed prereflective state whose antecedents include Husserl's (1954) life-world and MerleauPonty's (1945) primordial silence. Through my findings I determine that lived life is emblematic of Greene's distinction within the field of philosophy given the intersubjective and human qualities of the term that catalyze an individual's choice in creating the existential project of change. I also conclude that lived life is characterized by its presence for the aesthetic encounter to occur. These findings have considerations for OF Leadership True Merleau-Ponty's leadership in considering how opportunities can be made for students, colleagues, and citizens to engage their lived lives in constructing change in education, the workplace, and the community at large.
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