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  1. A Lifeworld Critique of ‘Nature’ in the Taiwanese Curriculum: A Perspective Derived From Husserl and Merleau‐Ponty.Ruyu Hung - 2012 - Educational Philosophy and Theory 44 (10):1121-1132.
    Learning about ‘nature’ has particular significance for education because the idea of nature is an important source of inspiring meaning‐rich experience and creation. In order to have meaningful experiences in learning and living, this paper argues for a personal subject‐related lifeworld approach to the learning of ‘nature’. Many authors claim that the lifeworld‐led learning approach helps to enrich educational experience. However, there can be various interpretations of the lifeworld approach, as the concept of lifeworld is diversely understood. This paper proposes (...)
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  • Environmental Concern, Moral Education and Our Place in Nature.Michael Bonnett - 2012 - Journal of Moral Education 41 (3):285-300.
    Some strands of environmental concern invite a radical re-evaluation of many taken for granted assumptions of late modern ways of life—particularly those that structure how we relate to the natural world. This article explores some of the implications of such a re-evaluation for our understanding of moral education by examining the significance of ideas of our place in nature that focus not on our location in some grand abstract system, but on our felt sense of place in the course of (...)
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  • Curriculum Making as the Enactment of Dwelling in Places.Hamish Ross & Greg Mannion - 2012 - Studies in Philosophy and Education 31 (3):303-313.
    This article uses an account of dwelling to interrogate the concept of curriculum making. Tim Ingold’s use of dwelling to understand culture is productive here because of his implicit and explicit interest in intergenerational learning. His account of dwelling rests on a foundational ontological claim—that mental construction and representation are not the basis upon which we live in the world—which is very challenging for the kinds of curriculum making with which many educators are now familiar. It undermines assumptions of propositional (...)
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  • Naturalness as an Educational Value.Sune Frølund - 2016 - Journal of Philosophy of Education 50 (4):655-668.
    Existentialism and postmodernism have both abandoned the idea of a human nature. Also, the idea of naturalness as a value for education has been targeted as a blind for conservative ideology. There are, however, good reasons to re-establish a sound concept of human naturalness. First of all, the concept does not seem to have disappeared from common usage, despite all criticism. Secondly, the idea of naturalness seems essential to our sense of ourselves and for the formation of our identities. And (...)
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  • White Paper Concerning Philosophy of Education and Environment.Chloe Humphreys & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):243-264.
    This paper begins with a recognition that questions of climate change, environmental degradation, and our relations to the natural world are increasingly significant and requiring of a response not only as philosophers of education but also as citizens of the planet. As such the paper explores five of the key journals in philosophy of education in order to identify the extent, range, and content of current discussions related to the environment. It then organizes and summaries the articles that were located (...)
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