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Being a teacher and the teaching of ...

University of Minnesota., Education, Curriculum and Instruction.

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Being a teacher and the teaching of being.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Being a teacher and the teaching of being./
Author:	Hopkins, Jeremy James.
Description:	245 p.
Notes:	Adviser: Timothy Lensmire.
Contained By:	Dissertation Abstracts International70-02A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3344690
ISBN:	9781109032970

Being a teacher and the teaching of being.
Hopkins, Jeremy James.

Being a teacher and the teaching of being. - 245 p.

Adviser: Timothy Lensmire.

Thesis (Ph.D.)--University of Minnesota, 2009.

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?

ISBN: 9781109032970Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Being a teacher and the teaching of being.
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035 $a (UMI)AAI3344690
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100 1 $a Hopkins, Jeremy James. $3 1044556
245 1 0 $a Being a teacher and the teaching of being.
300 $a 245 p.
500 $a Adviser: Timothy Lensmire.
500 $a Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0511.
502 $a Thesis (Ph.D.)--University of Minnesota, 2009.
520 $a 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?
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650 4 $a Education, Philosophy of. $3 783746
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710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertation Abstracts International $g 70-02A.
790 $a 0130
790 1 0 $a Beach, Rick $e committee member
790 1 0 $a Cato, Misty $e committee member
790 1 0 $a Lensmire, Timothy, $e advisor
790 1 0 $a O'Brian, David $e committee member
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3344690