1.  63
    Why philosophical ethics in school: implications for education in technology and in general.Viktor Gardelli, Eva Alerby & Anders Persson - 2014 - Ethics and Education 9 (1):16-28.
    In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...)
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  2. Rethinking Temporality in Education Drawing upon the Philosophies of Merleau-Ponty and Deleuze: A Chiasmic Be(com)ing.Susanne Westman & Eva Alerby - 2012 - Childhood and Philosophy 8 (16):355-377.
    The children of today live in a time when the images of themselves and their childhood, their needs, interests, and skills, are discussed, researched, challenged, and changed. Childhood, education and educational settings for young children are to a great extent governed by temporality. In this paper, temporality and temporal notions in education are explored and discussed. We especially illuminate two different ways of thinking about children in education and care for younger children in the West— the predominant biased notions of (...)
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  3.  57
    Learning Music: Embodied Experience in the Life-World.Eva Alerby & Cecilia Ferm - 2005 - Philosophy of Music Education Review 13 (2):177-185.
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  4.  31
    Developing an ethical school through appreciating practice? Students' lived experience of ethical situations in school.Ulrika Bergmark & Eva Alerby - 2008 - Ethics and Education 3 (1):41-55.
    In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written (...)
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  5.  29
    Learning music: Embodied experience in the life-world.Eva Alerby & Cecilia Ferm - 2005 - Philosophy of Music Education Review 13 (2):177-185.
  6.  7
    Jan Bengtsson : A Phenomenological Scholar of Our Time.Eva Alerby - 2015 - Educational Philosophy and Theory 47 (1):10-12.
  7.  5
    Knowledge as a ‘Body Run’: Learning of Writing as Embodied Experience in Accordance with Merleau-Ponty’s Theory of the Lived Body.Eva Alerby - 2009 - Indo-Pacific Journal of Phenomenology 9 (1):1-8.
    What significance does the body have in the process of teaching and learning? In what way can the thoughts of a contemporary junior-level teacher in this regard be connected to the theory of the lived body formulated by the French phenomenologist philosopher Maurice Merleau-Ponty, and vice versa? The aim of this paper is to illuminate, enable understanding and discuss the meaning of the body in the learning process, with specific focus on the learning of writing as embodied experience. In the (...)
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