Being in practice

Roy, Kaustuv (2019) Being in practice. In: Education and the ontological question : addressing a missing dimension. Palgrave Macmillan, Cham, pp. 125-169. ISBN 9783030111779

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Abstract

A minoritarian but spirited voice has existed in educational and curricular practice rooted in the insights of thinkers such as Edmund Husserl, Maurice Merleau-Ponty, Alfred Schutz, and others. This diverse group has not capitulated to the modernist tunnel vision and positivistic outlook that sees education not as an act of collective liberation but as training for disciplined servitude to societal demands flavored by the discourse of freedom and progress. In different ways, these outlying voices have displayed their uneasiness with, and in some cases even outright rejection of, the modernist-technicist ideas of ‘learning’ and its measurement in education. These voices are not necessarily convergent in vision or explicitly ontological in outlook, but are collectively critical of the analytic-empiricist model of thinking that is predicated upon the observer/observed split. The educational thinkers whose works are examined in this chapter are Dwayne Huebner, Ted Aoki, and Max Van Manen.

Item Type: Book Section
Uncontrolled Keywords: Social phenomenology, One-dimensional education, Curriculum theory, Affective ecology, Exegesis
Subjects: Social sciences > Education
Divisions: Azim Premji University > School of Education
Depositing User: Mr. Sachin Tirlapur
Date Deposited: 14 Jan 2019 10:19
Last Modified: 14 Jan 2019 10:19
URI: http://publications.azimpremjifoundation.org/id/eprint/1829
Publisher URL: https://doi.org/10.1007/978-3-030-11178-6_4

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