Education, experience, existence: seeking a way out of educational confusion via a coherent theory of experience and curriculum in the existential philosophies of Dewey, Peirce and Heidegger
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Education is inseparable from experience. Consequently, lack of a coherent philosophy of experience amounts to confusion in education. This confusion is evident in the curriculum history of outdoor education, although not only there. Dewey argues that confusion is the major characteristic of the educational situation generally, a situation that spans more than a century and continues today in the contemporary experiences of young people in middle school. Through a combination of participant observation, auto-photography and photo-elicitation in interview, I investigate and analyze these experiences with the support of Dewey’s notion of occupation (as interest) aligned with Heidegger’s being-a-possibility. Both of these contribute to an understanding of the importance of recognizing the who in education, revealing educational confusion from this perspective. These two portrayals of educational confusion (one a curriculum history, the other a contemporary investigation of lived experience), form the first and second strands of this study
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library||
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Geoffrey Hinchliffe (2011). What is a Significant Educational Experience? Journal of Philosophy of Education 45 (3):417-431.
Steven K. Wojcikiewicz (2010). Dewey, Peirce, and the Categories of Learning. Education and Culture 26 (2):65-82.
Jayson Seaman & Peter J. Nelsen (2011). An Overburdened Term: Dewey's Concept of "Experience" as Curriculum Theory. Education and Culture 27 (1):5-25.
R. W. Hildreth (2011). What Good is Growth?: Reconsidering Dewey on the Ends of Education. Education and Culture 27 (2):28-47.
Joe Park (1957). Experience in Contemporary Education: II Dewey's Concept of Experience. Educational Theory 7 (4):269-275.
Joe Winston (2010). Beauty and Education. Routledge.
John Dewey (1902/2001). The School and Society ;. Dover Publications, Inc..
James W. Garrison & Emanuel I. Shargel (1988). Dewey and Husserl: A Surprising Convergence of Themes. Educational Theory 38 (2):239-247.
J. J. Chambliss (1982). John Dewey's Conception of Educative Experience: A Response To Donald Vandenberg's "Education or Experience?". Educational Theory 32 (2):73-78.
Kathleen R. Kesson & James G. Henderson (2010). Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and Informed by Alain Badiou. Educational Philosophy and Theory 42 (2):213-229.
John Dewey (1980). The School and Society. Feffer & Simons.
H. Hohr (2010). 'Aesthetic Emotion': An Ambiguous Concept in John Dewey's Aesthetics. Ethics and Education 5 (3):247 - 261.
Jan Bengtsson (2013). Embodied Experience in Educational Practice and Research. Studies in Philosophy and Education 32 (1):39-53.
John Dewey (1998). Experience and Education. Kappa Delta Pi.
Thomas Aastrup Rømer (2013). Nature, Education and Things. Studies in Philosophy and Education 32 (6):641-652.
Added to index2011-08-18
Total downloads2 ( #404,475 of 1,679,369 )
Recent downloads (6 months)1 ( #182,933 of 1,679,369 )
How can I increase my downloads?