42 found
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  1. Phenomenology and Educational Discourse.Donald Vandenberg (ed.) - 1997 - [Distributed by] Thorold's Africana Books.
     
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  2. Being and Education.Donald Vandenberg - 1971 - Englewood Cliffs, N.J., Prentice-Hall.
     
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  3.  40
    A Guide to Educational Philosophizing After Heidegger.Donald Vandenberg - 2008 - Educational Philosophy and Theory 40 (2):249–265.
    This paper heeds the advice of EPAT's editor, who said he 'will be happy to publish further works on Heidegger and responses to these articles' after introducing four articles on Heidegger and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized educational philosopher who has written (...)
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  4.  19
    The Transcendental Phases of Learning.Donald Vandenberg - 2002 - Educational Philosophy and Theory 34 (3):321–344.
  5. Education in Existential Perspective: The Dialectic of Education for Democracy.Donald Vandenberg - 1998 - In Philip Higgs (ed.), Metatheories in Educational Theory and Practice. [Distributed by] Thorold's Africana Books. pp. 141--165.
  6.  40
    Thinking About Education.Donald Vandenberg - 2009 - Educational Philosophy and Theory 41 (7):784-787.
  7.  18
    Education or Experience?Donald Vandenberg - 1980 - Educational Theory 30 (3):235-251.
  8.  14
    Education, Religion, and a Sustainable Planet.Donald Vandenberg - 2008 - Educational Studies: Journal of the American Educational Studies Association 43 (1):58-72.
    Religious pluralism led to the colonies' separation of church and state by 1776, to Mann's campaign for common schooling, and to the complete secularization of public schools by 1900. The dependence of Western theology upon untenable Greek metaphysics justifies an explanation that the evolutionary purpose of religion was to promote personal integration and social cohesion. This also occurs in civic religion, herein explicated as the common faith established by truths from intersubjectively valid inquiries and by experienced qualities (i.e., the goodness) (...)
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  9. Hirst, Hermeneutics, and Fundamental Educational Theory.Donald Vandenberg - forthcoming - Philosophy of Education.
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  10. The Three Phases of a Phenomenological Study.Donald Vandenberg - 1997 - In Phenomenology and Educational Discourse. [Distributed by] Thorold's Africana Books. pp. 193.
     
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  11.  36
    Identity Politics, Existentialism and Harry Broudy's Educational Theory.Donald Vandenberg - 2001 - Educational Philosophy and Theory 33 (3‐4):365-380.
  12. Openness: The Pedagogic Atmosphere.Donald Vandenberg - 1975 - In David Nyberg (ed.), The Philosophy of Open Education. Routledge and Kegan Paul. pp. 35--57.
     
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  13.  12
    Education and Society.Richard A. Brosio, Aubrey Moseley, David DeLong, George W. Noblit & Donald Vandenberg - 1997 - Educational Studies 28 (3-4):225-244.
  14.  42
    Interpretive, Normative Theory of Education.Donald Vandenberg - 1987 - Educational Philosophy and Theory 19 (1):1–11.
  15.  14
    Book Review Section 1. [REVIEW]Maureen Mccormack, John F. Gallagher, Frances O'neill, Barbara J. Thayer-Bacon, Gunilla Holm, Joseph L. Devitis, Barbara K. Townsend, Donald Vandenberg & Phillip B. Palmer - 1996 - Educational Studies 27 (4):344-387.
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  16.  11
    On the Ground of Education.Donald Vandenberg - 1967 - Educational Theory 17 (1):60-66.
  17.  28
    Book Review Section 2. [REVIEW]Louise M. Berman, Michael Jb Jackson, Scott Walter, Lois Weiner, Edward L. Edmonds, Mark B. Ginsburg, Benjamin Hill, Donald Vandenberg & Karen L. Biraimah - 1994 - Educational Studies 25 (2):163-189.
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  18.  15
    Researching Lived Experience: A Review Essay.Donald Vandenberg - 1992 - Educational Theory 42 (1):119-126.
  19.  15
    Reply to Wingerter.Donald Vandenberg - 1975 - Educational Theory 25 (2):202-202.
  20.  24
    Book Review Section 2. [REVIEW]Randy J. Dunn, Jeffrey Glanz, Harvey G. Neufeldt, Douglas Simpson, Barry Kanpol, David Leo-Nyquist, Robert J. Mulvaney, Stephen D. Short, Scott Walter, Donald Vandenberg & Richard A. Brosio - 1995 - Educational Studies 26 (1-2):60-119.
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  21.  13
    Who Is "Pseudo"?Donald Vandenberg - 1974 - Educational Theory 24 (2):183-193.
  22.  36
    Caring: Feminine Ethics or Maternalistic Misandry? A Hermeneutical Critique of Nel Noddings' Phenomenology of the Moral Subject and Education.Donald Vandenberg - 1996 - Journal of Philosophy of Education 30 (2):253–269.
    After her curriculum proposal is presented, Noddings' feminine ethics is submitted to a critique through an interpretation of her three books. Her distortion of Gilligan and Chodorow is explained. Indebtedness to male sources is noted. The over-emphasis upon good and upon first-person experience is criticised and traced to feminist rage, which is interpreted as the result of the oppression of women. Noddings' suppressed 'Kantianism' is explicated to maintain the dialectic between so-called male and female voices. Main strengths of her curriculum (...)
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  23.  16
    Book Review Section 1. [REVIEW]Sue Ellen Henry, Edmund Short, Ernestine K. Enomoto, Rita S. Saslaw, Wayne J. Urban, Donald Vandenberg, Malcolm B. Campbell, Jayne R. Beilke & Jacqueline M. Griesdorn - 1996 - Educational Studies 27 (2):123-163.
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  24.  16
    Book Review Section 2. [REVIEW]Donald Vandenberg, Robert Nicholas Berard, Erskine S. Dottin, John Dreijmanis, Mary Jim Josephs, Karen Seashore Louis, Jack L. Nelson, David Leo-Nyquist & Arthur G. Wirth - 1992 - Educational Studies 23 (3):319-367.
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  25. Existential Educating and Pedagogic Authority.Donald Vandenberg - 1966 - Philosophy of Education 33:106-111.
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  26.  3
    School Rules and Their Enforcement in Analytic/Existential Perspective.Donald Vandenberg - 1972 - Educational Theory 22 (2):192-207.
  27.  20
    Kneller, Heidegger, And Death.Donald Vandenberg - 1967 - Educational Theory 17 (2):176-177.
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  28.  23
    A Response to My Critics.Donald Vandenberg - 1987 - Educational Philosophy and Theory 19 (2):62–63.
  29.  10
    Book Review Section 2. [REVIEW]Jan Price Greenough, Donald Vandenberg, Thalia M. Mulvihill, Richard Guarasci, Thomas V. O'brien, Frances O'neill, Lucy F. Townsend & Chigozie Achebe - 1999 - Educational Studies 30 (1):69-98.
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  30.  16
    Response to DBAE: On the Purpose of Arts Education.Donald Vandenberg - 1991 - Educational Theory 41 (4):407-410.
  31.  11
    Rejoinder to Chambliss and Beckett.Donald Vandenberg - 1983 - Educational Theory 33 (3-4):199-202.
  32.  11
    Book Review Section 1. [REVIEW]Sue Ellen Henry, Barbara J. Thayer-Bacon, Malcolm B. Campbell, Donald Vandenberg, William H. Fisher, J. Charles Park, James van Patten, Douglas W. Doyle, Rita S. Saslaw & Constance Marie Willett - 1998 - Educational Studies 29 (1):15-61.
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  33.  9
    Book Review Section 1. [REVIEW]Craig Kridel, John A. Beineke, Malcolm B. Campbell, Wayne J. Urban, Bruce Anthony Jones, Lynda Stone, Patricia A. Major, John R. Thelin, Edward H. Berman & Donald Vandenberg - 1994 - Educational Studies 25 (2):101-152.
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  34.  10
    Harry Broudy and Education for a Democratic Society.Donald Vandenberg - 1992 - Journal of Aesthetic Education 26 (4):5-19.
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  35.  6
    Kneller, Heidegger, and Death.Donald Vandenberg - 1965 - Educational Theory 15 (3):217-229.
  36.  6
    Book Review Section 1. [REVIEW]Maureen Mccormack, Shawn Taylor, Michael Romanowski, David B. Bills, Patricia E. Calderwood, Timothy Glander, Evelyn I. Sears & Donald Vandenberg - 1998 - Educational Studies 29 (2):152-188.
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  37.  6
    Human Dignity, Three Human Rights, and Pedagogy.Donald Vandenberg - 1986 - Educational Theory 36 (1):33-42.
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  38.  1
    Letters to the Editor.Donald Vandenberg - 1972 - Educational Studies 3 (1):67-67.
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  39. The Pedagogic Atmosphere.Donald Vandenberg - forthcoming - Philosophy of Education.
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  40. The Writings of Harry S. Broudy.Donald Vandenberg - 1992 - Journal of Aesthetic Education 26 (4):97-115.
     
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  41.  62
    Critical Thinking About Truth in Teaching: The Epistemic Ethos.Donald Vandenberg - 2009 - Educational Philosophy and Theory 41 (2):155-165.
    This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy (...)
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  42.  17
    Non‐Violent Power in Education.Donald Vandenberg - 1969 - Educational Theory 19 (1):49-57.