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  1.  59
    Pulled up short: Challenging self-understanding as a focus of teaching and learning.Deborah Kerdeman - 2003 - Journal of Philosophy of Education 37 (2):293–308.
    Much light has been shed on important features of teaching and learning by Alasdair MacIntyre's writings. Yet there are experiences that are crucial to teaching and learning that are unaddressed in MacIntyre's arguments; experiences that reveal education as a distinctive kind of practice. This paper examines one kind of such experience: an experience I call ‘being pulled up short’. Drawing on the work of Hans-Georg Gadamer and Gerald L. Bruns, I analyse an example of teaching King Lear to argue that (...)
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  2.  3
    Pulled Up Short.Deborah Kerdeman - 2017 - Philosophy of Education 73:1-18.
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  3.  13
    Preparing Educational Researchers: The Role of Self‐Doubt.Deborah Kerdeman - 2015 - Educational Theory 65 (6):719-738.
    Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self-doubt for students. Neither scholar is entirely convinced that self-doubt is educationally productive. Drawing on Hans-Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self-doubt that Metz and Lesko assume and shows why self-doubt can be transformative. Gadamer's argument regarding self-doubt challenges constructivist views of agency (...)
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  4.  16
    Between memory and différance: (Radically) understanding the other.Deborah Kerdeman - 1999 - Educational Philosophy and Theory 31 (2):225–229.
  5.  7
    Between Memory and Différance: (radically) understanding the other.Deborah Kerdeman - 1999 - Educational Philosophy and Theory 31 (2):225-229.
  6.  19
    Aesthetic Experience and Education: Themes and Questions.Lori A. Custodero, David T. Hansen, Anna Neumann & Deborah Kerdeman - 2005 - The Journal of Aesthetic Education 39 (2):88-96.
    In lieu of an abstract, here is a brief excerpt of the content:Aesthetic Experience and Education:Themes and QuestionsDeborah Kerdeman"Being with" music. Attentive responsiveness in teaching. Scholarly learning as engagement with beauty. Three evocative images of aesthetic experience come to light in the essays by Custodero, Hansen, and Neumann. From the musical play of children conducting imaginary orchestras to the vocational aspirations of adults who gaze through telescopes or study paintings at Chicago's Art Institute, aesthetic experience spans a range of activities (...)
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  7.  25
    Aesthetic experience and education: Themes and questions.Deborah Kerdeman - 2005 - Journal of Aesthetic Education 39 (2):88-96.
    In lieu of an abstract, here is a brief excerpt of the content:Aesthetic Experience and Education:Themes and QuestionsDeborah Kerdeman"Being with" music. Attentive responsiveness in teaching. Scholarly learning as engagement with beauty. Three evocative images of aesthetic experience come to light in the essays by Custodero, Hansen, and Neumann. From the musical play of children conducting imaginary orchestras to the vocational aspirations of adults who gaze through telescopes or study paintings at Chicago's Art Institute, aesthetic experience spans a range of activities (...)
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  8.  3
    Angles on Listening.Deborah Kerdeman - 2010 - Philosophy of Education 66:11-14.
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  9.  1
    Ascetic Practice and Teaching as Service: A Feminist View.Deborah Kerdeman - 2007 - Philosophy of Education 63:356-358.
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  10.  1
    Being Affected by Art: A Gadamerian Perspective.Deborah Kerdeman - 2012 - Philosophy of Education 68:277-280.
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  11.  4
    Between Ideology and Ideals.Deborah Kerdeman - 2021 - Philosophy of Education 77 (1):126-130.
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  12.  2
    Clarifying a Conundrum in Activist Teaching.Deborah Kerdeman - 2014 - Philosophy of Education 70:395-397.
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  13.  1
    Critique as Situated Practice.Deborah Kerdeman - 2018 - Philosophy of Education 74:646-650.
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  14.  1
    Education and Rhythm: A Short Refrain.Deborah Kerdeman - 2015 - Philosophy of Education 71:195-197.
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  15.  6
    Education, Dialogue, and Hermeneutics.Deborah Kerdeman - 2015 - Educational Theory 65 (1):86-93.
  16. Extending Gadamer’s Corrective: No Child Left Behind and Hermeneutic Conversation.Deborah Kerdeman - 2004 - Philosophy of Education 60:150-153.
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  17.  2
    Engaging with Others: Philosophy of Education 2009.Deborah Kerdeman - 2009 - Philosophy of Education 65:xi-xvi.
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  18.  1
    Humanities Education and Gadamer: Three Clarifications.Deborah Kerdeman - 2023 - Philosophy of Education 79 (1):210-214.
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  19.  3
    Pulled Up Short: Challenges for Education.Deborah Kerdeman - 2003 - Philosophy of Education 59:208-216.
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  20.  1
    The Meaning of Integrity: A Hermeneutic Reflection.Deborah Kerdeman - 2008 - Philosophy of Education 64:15-18.
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  21. Understanding Student Experience.Deborah Kerdeman - 2016 - Philosophy of Education 72:188-191.
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