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  1.  38
    Behold: Silence and Attention in Education.David Lewin - 2014 - Journal of Philosophy of Education 48 (3):355-369.
    Educators continually ask about the best means to engage students and how best to capture attention. These concerns often make the problematic assumption that students can directly govern their own attention. In order to address the role and limits of attention in education, some theorists have sought to recover the significance of silence or mindfulness in schools, but I argue that these approaches are too simplistic. A more fundamental examination of our conceptions of identity and agency reveals a Cartesian and (...)
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  2.  6
    Who’s Afraid of Secularisation? Reframing the Debate Between Gearon and Jackson.David Lewin - 2017 - British Journal of Educational Studies 65 (4):445-461.
  3.  23
    The Pharmakon of Educational Technology: The Disruptive Power of Attention in Education.David Lewin - 2016 - Studies in Philosophy and Education 35 (3):251-265.
    Is physical presence an essential aspect of a rich educational experience? Can forms of virtual encounter achieve engaged and sustained education? Technophiles and technophobes might agree that authentic personal engagement is educationally normative. They are more likely to disagree on how authentic engagement is best achieved. This article argues that educational thinking around digital pedagogy unhelpfully reinforces this polarising debate by failing to recognise that digitalisation is, as Stiegler has argued, pharmacological: both a poison and a cure. I suggest that (...)
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  4.  8
    Toward a Theory of Pedagogical Reduction: Selection, Simplification, and Generalization in an Age of Critical Education.David Lewin - 2018 - Educational Theory 68 (4-5):495-512.
  5. Technology and the Philosophy of Religion.David Lewin - 2011 - Cambridge Scholars Press.
  6.  27
    Philosophies of Digital Pedagogy.David Lewin & David Lundie - 2016 - Studies in Philosophy and Education 35 (3):235-240.
  7.  4
    Between Horror and Boredom: Fairy Tales and Moral Education.David Lewin - 2020 - Ethics and Education 15 (2):213-231.
    ABSTRACTWhere do a child’s morals come from? Interactions with other human beings provide arguably the primary contexts for moral development: family, friends, teachers and other people. It is the artistic products of human activity that this essay considers: literature, film, art, music. Specifically, I will consider some philosophical issues concerning the influence of folk and fairy tales on moral development. I will discuss issues of representation and reduction: in particular, how far should stories for children elide the complexities inherent to (...)
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  8.  14
    The Leap of Learning.David Lewin - 2014 - Ethics and Education 9 (1):113-126.
    This article seeks to elaborate the step of epistemological affirmation that exists within every movement of learning. My epistemological method is rooted in philosophical hermeneutics in contrast to empirical or rationalist traditions. I argue that any movement of learning is based upon an entry into a hermeneutical circle: one is thrown into, or leaps into, an interpretation which in some sense has to be temporarily affirmed or adopted in order to be either absorbed and integrated, or overcome and rejected. I (...)
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  9.  4
    The Hermeneutics of Religious Understanding in a Postsecular Age.David Lewin - 2017 - Ethics and Education 12 (1):73-83.
    The argument of this article assumes that religious literacy is urgently needed in the present geopolitical context. Its urgency increases the more religion is viewed in opposition to criticality, as though religion entails an irrational and inviolable commitment, or leap of faith. This narrow view of religion is reinforced by certain rather dogmatic secular framings of religion, which require any and all forms of religious expression to be excluded from public life. Excluding religion from the public has the unfortunate effect (...)
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  10.  16
    Heidegger East and West: Philosophy as Educative Contemplation.David Lewin - 2015 - Journal of Philosophy of Education 49 (2):221-239.
    Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the (...)
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  11.  5
    Languages of Love: The Formative Power of Religious Language.David Lewin - 2019 - Journal of Philosophy of Education 53 (3):460-476.
  12.  3
    Introduction: Love and Desire in Education.David Aldridge & David Lewin - 2019 - Journal of Philosophy of Education 53 (3):457-459.
  13.  10
    Freedom and Destiny in the Philosophy of Technology.David Lewin - 2006 - New Blackfriars 87 (1011):515-533.
  14.  14
    Review of Reconstructing ‘Education’ Through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy, Oren Ergas. [REVIEW]David Lewin - 2018 - Studies in Philosophy and Education 37 (3):315-321.
    This paper provides a review of Reconstructing ‘Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas’ bold inquiry, we are invited to attend and to see for ourselves by considering perspectives and (...)
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  15.  27
    Thinking About God in an Age of Technology. By George Pattison.David Lewin - 2007 - Heythrop Journal 48 (2):333–335.
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  16.  34
    Martin Heidegger , The Phenomenology of Religious Life, Trans. By Matthias Frisch and Jennifer Anna Gosetti-Ferencei . Reviewed By.David Lewin - 2013 - Philosophy in Review 33 (2):123-125.
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  17.  10
    Thinking About God in an Age of Technology. By George Pattison.David Lewin - 2007 - Heythrop Journal 48 (2):333-335.
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  18. International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein - 2018 - Springer Verlag.
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  19. Concerning the Inspired Revelation of FJ Fétis.David Lewin - 1987 - Theoria 2:1-12.
     
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  20. Musical Analysis as Stage Direction.David Lewin - 1992 - In Steven P. Scher (ed.), Music and Text: Critical Inquiries. Cambridge University Press. pp. 163--76.
     
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