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Clarence W. Joldersma [21]Clarence William Joldersma [1]
  1.  7
    Introduction to Ecologizing Philosophy of Education.Ramsey Affifi, Sean Blenkinsop, Chloe Humphreys & Clarence W. Joldersma - 2017 - Studies in Philosophy and Education 36 (3):229-241.
  2.  32
    Habermas, Lifelong Learning and Citizenship Education.Ruth Deakin Crick & Clarence W. Joldersma - 2007 - Studies in Philosophy and Education 26 (2):77-95.
  3.  17
    The Temporal Transcendence of the Teacher as Other.Clarence W. Joldersma - 2016 - Educational Philosophy and Theory 48 (4).
    Over the last decades, education has shifted more clearly to a learner-centered understanding, including particularly constructivism, leaving little room conceptually for a substantive role for the teacher. This article develops a Levinasian framework for understanding the teacher as other. It begins by exploring the spatial metaphors of Levinas’s idea of the teacher as transcendent but shifts to Levinas’s idea of time as instants that come to the ego as a gift from the future. The article employs these temporal metaphors to (...)
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  4.  7
    How Can Science Help Us Care for Nature? Hermeneutics, Fragility, and Responsibility for the Earth.Clarence W. Joldersma - 2009 - Educational Theory 59 (4):465-483.
    In this review essay, Clarence Joldersma argues for a novel role for science in developing an affirmative answer to his title question, “How can science help us care for nature?” He does so in dialogue with Clare Palmer's edited volume, Teaching Environmental Ethics, Dirk Postma's Why Care for Nature? and Michael Bonnett's Retrieving Nature. Joldersma suggests that although each book can help address the issue of how to teach students to care for nature, he parts company with their stance that (...)
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  5.  32
    Ernst Von Glasersfeld's Radical Constructivism and Truth as Disclosure.Clarence W. Joldersma - 2011 - Educational Theory 61 (3):275-293.
    In this essay Clarence Joldersma explores radical constructivism through the work of its most well-known advocate, Ernst von Glasersfeld, who combines a sophisticated philosophical discussion of knowledge and truth with educational practices. Joldersma uses Joseph Rouse's work in philosophy of science to criticize the antirealism inherent in radical constructivism, emphasizing that Rouse's Heideggerian critique differs from the standard realist defense of modernist epistemology. Next, Joldersma develops an alternative conception of truth, in terms of disclosure, based on Lambert Zuidervaart's work in (...)
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  6.  14
    Earth Juts Into World: An Earth Ethics for Ecologizing Philosophy of Education.Clarence W. Joldersma - 2017 - Educational Theory 67 (4):399-415.
    Philosophers of education often focus their critique on issues such as neoliberalism, consumerism, pluralism, and so on, and they typically turn for solutions to what we might call the political: democracy, the public, cosmopolitanism, dissent. These critiques and solutions remain firmly connected to what Heidegger calls “the world,” and this worldly analysis seemingly hovers above earthly issues of the environment and ecology. In this article, Clarence Joldersma employs Martin Heidegger's distinction between earth and world, drawing on Kelly Oliver's interpretation of (...)
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  7.  12
    Ecologizing Education: Philosophy, Place, and Possibility.Clarence W. Joldersma & Sean Blenkinsop - 2017 - Educational Theory 67 (4):371-377.
  8.  47
    An Ethical Sinngebung Respectful of the Non-Human.Clarence W. Joldersma - 2013 - Symposium: Canadian Journal of Continental Philosophy/Revue canadienne de philosophie continentale 17 (2):224-245.
    In the following paper, I connect Levinas’s notions of il y a and hypostasis to nature as alterity via Sallis’s interpretation of nature in its return. I interpret Levinas’s idea of the elemental as an unpossessable milieu, an excess with indirect traces, indicating alterity, something strange. I then turn to Levinas’s idea of the ruin of representation to argue for a contextual reversal in which meaning arises from the non-human other. This reversal uncovers the possibility of understanding non-human things as (...)
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  9.  19
    A Spirituality of the Desert for Education: The Call of Justice Beyond the Individual or Community.Clarence W. Joldersma - 2009 - Studies in Philosophy and Education 28 (3):193-208.
  10. Citizenship, Discourse Ethics and an Emancipatory Model of Lifelong Learning.Clarence W. Joldersma & Ruth Deakin Crick - 2010 - In Mark Murphy & Ted Fleming (eds.), Habermas, Critical Theory and Education. Routledge.
  11. 3 The Importance of Enjoyment and Inspiration for Learning From a Teacher1.Clarence W. Joldersma - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--43.
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  12.  32
    A Review of James D. Marshall : Poststructuralism, Philosophy, Pedagogy, Kluwer Academic, Dordrecht, 2004. [REVIEW]Clarence W. Joldersma - 2007 - Studies in Philosophy and Education 26 (1):57-65.
  13.  39
    Review of Kent Greenawalt, Does God Belong in Public Schools? Princeton: Princeton University Press, 2005. [REVIEW]Clarence W. Joldersma - 2009 - Studies in Philosophy and Education 28 (6):581-587.
  14.  37
    Benjamin's Angel of History and the Work of Mourning in Ethical Remembrance: Understanding the Effect of W.G. Sebald's Novels in the Classroom.Clarence W. Joldersma - 2014 - Studies in Philosophy and Education 33 (2):135-147.
    The paper develops a conceptual framework for understanding the work of ethical remembrance in the classroom. Using David Hansen’s recent example of using Sebald’s novels in his classroom to do the work or remembrance, the paper argues that the effect of Sebald’s novels is best understood using Walter Benjamin’s figure of the angel of history. That figure indicates a view of history that goes beyond the progression of everyday time, to one called remembrance. The paper suggests that the work of (...)
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  15.  37
    Education: Understanding, Ethics, and the Call of Justice.Clarence W. Joldersma - 2011 - Studies in Philosophy and Education 30 (5):441-447.
    Education is interpreted as something basic to our humanity. As part of our primordial way of being human, education is intrinsic to the understanding’s functioning. At the same time education involves an originary ethical relation to the other, unsettling the self-directed character of the striving to live. And because of its social setting, the call of many others, education orients one to the social, to the call of justice.
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  16.  1
    Earth Comes After Postmodernism.Clarence W. Joldersma - 2018 - Educational Philosophy and Theory 50 (14):1338-1339.
  17.  2
    Education Reconfigured: Culture, Encounter, and Change.Clarence W. Joldersma - 2015 - Educational Theory 65 (5):601-608.
  18. Neuroscience and Education: A Philosophical Appraisal.Clarence W. Joldersma (ed.) - 2016 - Routledge.
    This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of (...)
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