15 found
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  1.  21
    Chasing Butterflies Without a Net: Interpreting Cosmopolitanism.David T. Hansen - 2010 - Studies in Philosophy and Education 29 (2):151-166.
  2.  8
    Well-Formed, Not Well-Filled: Montaigne and the Paths of Personhood.David T. Hansen - 2002 - Educational Theory 52 (2):127-154.
  3.  55
    Teaching and Pedagogy.David T. Hansen & Megan J. Laverty - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 223.
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  4.  12
    A Poetics of Teaching.David T. Hansen - 2004 - Educational Theory 54 (2):1-1.
  5.  22
    Was Socrates a "Socratic Teacher"?David T. Hansen - 1988 - Educational Theory 38 (2):213-224.
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  6.  6
    Teaching and the Sense of Vocation.David T. Hansen - 1994 - Educational Theory 44 (3):259-275.
  7.  23
    Fusing Philosophy and Fieldwork in a Study of Being a Person in the World: An Interim Commentary.David T. Hansen, Jason Thomas Wozniak & Ana Cecilia Galindo Diego - 2015 - Studies in Philosophy and Education 34 (2):159-170.
    In this article, we describe a longitudinal inquiry into what it means to be a person in our contemporary world. Our method constitutes a dynamic, non-objectifying fusion of empirical and philosophical anthropology. Field-based anthropology examines actualities: how people lead their lives and talk about them. Philosophical anthropology addresses possibilities: who and what people could become in light of actualities while not being determined by them. We describe and illustrate our fieldwork in the classrooms of 16 teachers who work in New (...)
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  8.  13
    Finding One's Way Home: Notes on the Texture of Moral Experience.David T. Hansen - 1996 - Studies in Philosophy and Education 15 (3):221-233.
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  9.  1
    Among School Teachers: Bearing Witness as an Orientation in Educational Inquiry.David T. Hansen - 2017 - Educational Theory 67 (1):9-30.
    In this writing, David Hansen illuminates the aesthetic, moral, and epistemic meaning of bearing witness to teaching and teachers by drawing upon a recently completed field-based endeavor that included extensive school visits. Hansen shows how bearing witness can bring the inquirer close to the truth of teaching. However, the witness must undertake ethical work to ready her- or himself for the task. Even such readiness, which must be continuously re-won on each occasion, guarantees nothing. The witness in the classroom must (...)
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  10.  24
    Dewey and Cosmopolitanism.David T. Hansen - 2009 - Education and Culture 25 (2):pp. 126-140.
  11.  22
    Creativity in Teaching and Building a Meaningful Life as a Teacher.David T. Hansen - 2005 - Journal of Aesthetic Education 39 (2):57-68.
  12.  2
    Philip W. Jackson, December 2, 1928–July 21, 2015, A Life Well Lived.David A. Granger, Craig A. Cunningham & David T. Hansen - 2015 - Education and Culture 31 (2):1-7.
    The world of John Dewey scholarship recently lost one of its most thoughtful contributors, and teachers of all kinds lost one of their most passionate and committed advocates. Philip W. Jackson was born in 1928 in Vineland, New Jersey, a locale known historically for its excellent grape-growing soil and veterinarian Arthur Goldhaft’s famous pledge to “put a chicken in every pot.” Jackson’s adoptive parents were, appropriately enough, chicken farmers, and, as the story goes, they noticed early on his indisputable knack (...)
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  13.  3
    On Dwelling in the World: A Reply to My Critics.David T. Hansen - 2013 - Educational Philosophy and Theory 47 (5):1-4.
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  14.  2
    John Dewey's Call for Meaning.David T. Hansen - 2006 - Education and Culture 20 (2):3.
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  15. Symposium: Aesthetic Lives: Teaching and Learning as Creative Work.Lori A. Custodero, David T. Hansen, Anna Neumann & Deborah Kerdeman - 2005 - Journal of Aesthetic Education 39 (2).
     
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