22 found
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  1. Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  2.  7
    Environmental Consciousness, Sustainability, and the Character of Philosophy of Education.Michael Bonnett - 2017 - Studies in Philosophy and Education 36 (3):333-347.
    This paper argues that education itself, properly understood, is intimately concerned with an individual’s being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is engaged, is that of nature understood as the ‘self-arising’. Nature, so conceived, is essentially other and is epistemologically mysterious, possessing its own normativity, agency, and intrinsic value. As such, engagement with nature (...)
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  3.  35
    Systemic Wisdom, The ‘Selving’ of Nature, and Knowledge Transformation: Education for the ‘Greater Whole’.Michael Bonnett - 2008 - Studies in Philosophy and Education 28 (1):39-49.
  4.  10
    Retrieving Nature: Education for a Post-Humanist Age.Michael Bonnett - 2003 - Journal of Philosophy of Education 37 (4):549-730.
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  5.  16
    Environmental Concern, Moral Education and Our Place in Nature.Michael Bonnett - 2012 - Journal of Moral Education 41 (3):285-300.
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  6.  19
    Education and Selfhood: A Phenomenological Investigation.Michael Bonnett - 2009 - Journal of Philosophy of Education 43 (3):357-370.
    Although effectively the idea of selfhood receives scant attention in much current educational policy, it is an idea that is central to understanding education in the Western tradition. This paper evaluates the implications of a growing movement in educational philosophy and theory to see the self as relational to the extent that it possesses little or no internally maintained steady identity and is constantly reconstituted by external agencies in a variety of ways. A well-worked-through view that draws on the work (...)
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  7.  6
    Autonomy and Authenticity in Education.Michael Bonnett & Stefaan Cuypers - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 326--340.
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  8.  27
    Lost in Space? Education and the Concept of Nature.Bonnett Michael - 2004 - Studies in Philosophy and Education 23 (2/3):117-130.
    Although the idea of nature has allbut disappeared from recent discussion ofeducation, it remains highly relevant to thephilosophy and practice of education, sincetacit notions of human nature and whatconstitutes underlying reality – the `natural'order of things – necessarily orientateseducation in fundamental ways. It is arguedthat underlying our various senses of nature isthe idea of nature as the `self-arising' whoseintrinsic integrity, mystery and valueimplicitly condition our understanding ofourselves and of the reality in which we live.I argue that the acknowledgement of nature (...)
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  9.  6
    Teaching Thinking, and the Sanctity of Content.Michael Bonnett - 1995 - Journal of Philosophy of Education 29 (3):295–309.
  10. Education in a Destitute Time: A Heideggerian Approach to the Problem of Education in the Age of Modern Technology.Michael Bonnett - 1998 - In Paul Heywood Hirst & Patricia White (eds.), Philosophy of Education: Major Themes in the Analytic Tradition. Routledge. pp. 1--367.
     
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  11.  9
    Environmental Concern and the Metaphysics of Education.Michael Bonnett - 2000 - Journal of Philosophy of Education 34 (4):591–602.
  12.  7
    Authenticity and Education.Michael Bonnett - 1978 - Journal of Philosophy of Education 12 (1):51–61.
  13.  4
    Metaphysics, Education and Environmental Concern.Michael Bonnett - 2003 - Journal of Philosophy of Education 37 (4):563-575.
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  14.  8
    Acknowledgements.Michael Bonnett - 2003 - Journal of Philosophy of Education 37 (4):iii–iii.
    The Editor-in-Chief would like to thank the following colleagues who have helped maintain ….
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  15.  16
    Environmental Education and Beyond.Michael Bonnett - 1997 - Journal of Philosophy of Education 31 (2):249–266.
  16.  10
    The Editor Wishes to Express His Gratitude to the Following People for Their Willingness to Act as Manuscript Reviewer for the Journal Between June 2004 and September 2005. They Have Made an Indispensable Contribution to the Journal. [REVIEW]Bernadette Baker, Ylva Boman, Michael Bonnett, Deborah Britzman, Mikael Carleheden, Ann Chinnery, James Conroy, Ian Davies, Eduardo Duarte & Richard Edwards - 2005 - Studies in Philosophy and Education 24:531.
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  17.  4
    Referees for Ethics, Place and Environment: A Journal of Philosophy & Geography, Volume 8, 2005.Peder Anker, Richard Baker, Michael Benedikt, Michael Bonnett, John Bowyers, Edmunds Bunske, Anne Buttimer, Allen Carlson, Steve Corbridge & Denis Cosgrove - 2005 - Ethics, Place and Environment 8 (3):394.
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  18.  2
    Reply to David Bridges.Michael Bonnett - 1979 - Journal of Philosophy of Education 13 (1):165–168.
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  19. Authenticity and Learning.Michael Bonnett & David E. Cooper - 1985 - British Journal of Educational Studies 33 (1):89.
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  20. Environmental Concern and the Metaphysics of Education.Michael Bonnett - 2000 - Journal of the Philosophy of Education 34 (4):591-602.
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  21. Environmental Education and Beyond.Michael Bonnett - 1997 - Journal of the Philosophy of Education 31 (2):249-266.
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  22. ‘New’ ERA Values and the Teacher‐Pupil Relationship as a Form of the Poetic.Michael Bonnett - 1996 - British Journal of Educational Studies 44 (1):27-41.
    This paper contrasts the model of the teacher-pupil relationship implied by instrumental 'new' era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant 'poetic' dimension to the latter in which the learner's own engagement with things is celebrated and the teacher's role is essentially receptive-responsive both towards the (...)
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