20 found
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  1.  6
    Philosophy of Education in a New Key: Snapshot 2020 From the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-17.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  2.  57
    Chasing Butterflies Without a Net: Interpreting Cosmopolitanism.David T. Hansen - 2010 - Studies in Philosophy and Education 29 (2):151-166.
    In this article, I map current conceptions of cosmopolitanism and sketch distinctions between the concept and humanism and multiculturalism. The differences mirror what I take to be a central motif of cosmopolitanism: the capacity to fuse reflective openness to the new with reflective loyalty to the known. This motif invites a reconsideration of the meaning of culture as well as of the relations between home and the world.
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  3.  22
    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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  4.  43
    Bearing Witness to the Fusion of Person and Role in Teaching.David T. Hansen - 2018 - Journal of Aesthetic Education 52 (4):21.
    It is a truism that the person in the role of teacher matters. Students learn this truth very early in school. Teachers’ testimonials underscore its reality. School administrators relearn it every time they think about collegiality. These commonplaces attest to the truth that it is persons, not roles as such, who educate, or who fail to do so, as the case may be. It takes a human being to bring to life the many-sided nature of the role.As obvious as these (...)
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  5.  31
    Dewey and Cosmopolitanism.David T. Hansen - 2009 - Education and Culture 25 (2):pp. 126-140.
  6.  19
    A Poetics of Teaching.David T. Hansen - 2004 - Educational Theory 54 (2):1-1.
  7.  29
    Was Socrates a "Socratic Teacher"?David T. Hansen - 1988 - Educational Theory 38 (2):213-224.
  8.  17
    Teaching and the Sense of Vocation.David T. Hansen - 1994 - Educational Theory 44 (3):259-275.
  9.  36
    Creativity in Teaching and Building a Meaningful Life as a Teacher.David T. Hansen - 2005 - Journal of Aesthetic Education 39 (2):57-68.
  10.  13
    Well‐Formed, Not Well‐Filled: Montaigne and the Paths of Personhood.David T. Hansen - 2002 - Educational Theory 52 (2):127-154.
  11.  3
    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):88-96.
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  12.  25
    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.
    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.  23
    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.
  14.  43
    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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  15.  5
    John Dewey's Call for Meaning.David T. Hansen - 2006 - Education and Culture 20 (2):3.
  16.  6
    On Dwelling in the World: A Reply to My Critics.David T. Hansen - 2015 - Educational Philosophy and Theory 47 (5):1-4.
  17.  2
    Philosophy's Voices in Teaching, and Teachers' Voices in Philosophy: Notes on a Philosophical Conversation.David T. Hansen - 2021 - Educational Theory 71 (1):5-33.
  18.  20
    Sor Juana Inés de la Cruz and the Demands of Education.David T. Hansen - 2018 - Educational Theory 68 (4-5):443-475.
  19.  86
    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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  20.  3
    What Renders a Witness Trustworthy? Ethical and Curricular Notes on a Mode of Educational Inquiry.David T. Hansen & Rebecca Sullivan - forthcoming - Studies in Philosophy and Education:1-22.
    Bearing witness is a familiar if diversely employed concept. On the one hand, it concerns the accuracy and validity of practical affairs, for example in a court of law, at a wedding, or in a law office. On the other hand, the term can embody powerful religious, social, and/ or moral meaning, whether in bearing witness to historical trauma and human suffering, or in paying heed to everyday, seemingly ordinary aspects of nature and of human life. In this article, we (...)
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