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Michael A. Peters (2009). Editorial: Heidegger, Phenomenology, Education.

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  1.  4
    Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda.Vasco D’Agnese - 2016 - Educational Philosophy and Theory 48 (3).
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  2.  4
    Raising the Question of Being in Education by Way of Heidegger's Phenomenological Ontology.Matthew Kruger-Ross - 2015 - Indo-Pacific Journal of Phenomenology 15 (2):1-12.
    The aim of what follows is to explore how to raise the question of Being by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in the work of German philosopher Martin Heidegger’s, and specifically in his magnum opus Being and Time. In preparation to raise the question of Being a more nuanced understanding of Heidegger’s phenomenological analyses on truth and language are summarized. Following, the manner in which Being is referenced is analyzed (...)
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    ‘It Was the Best of Times, It Was the Worst of Times …’: Philosophy of Education in the Contemporary World.Peter Roberts - 2015 - Studies in Philosophy and Education 34 (6):623-634.
    This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy (...)
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    Entering the Fray: The Role of Outdoor Education in Providing Nature-Based Experiences That Matter.Robbie Nicol - 2014 - Educational Philosophy and Theory 46 (5):1-13.
    This article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living. A pragmatic perspective is adopted to critique what outdoor education is, and then what it might be. Phenomenology is used to challenge the belief that there is a causal relationship between activities and learning outcomes but foremost to consider what it is to be in nature in the first place. Aspects of both (...)
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  5.  15
    Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the Pedagogy of Hermeneutical Phenomenology in Education.K. I. M. Jeong-hee - 2012 - Educational Philosophy and Theory 44 (6):630-648.
    Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how (...)
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    Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the Pedagogy of Hermeneutical Phenomenology in Education.Jeong‐Hee Kim - 2012 - Educational Philosophy and Theory 44 (6):630-648.
    Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how (...)
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