Abstract
A minoritarian but spirited voice has existed in educational and curricular practice rooted in the insights of thinkers such as Edmund Husserl, Maurice Merleau-Ponty, Alfred Schutz, and others. This diverse group has not capitulated to the modernist tunnel vision and positivistic outlook that sees education not as an act of collective liberation but as training for disciplined servitude to societal demands flavored by the discourse of freedom and progress. In different ways, these outlying voices have displayed their uneasiness with, and in some cases even outright rejection of, the modernist-technicist ideas of ‘learning’ and its measurement in education. These voices are not necessarily convergent in vision or explicitly ontological in outlook, but are collectively critical of the analytic-empiricist model of thinking that is predicated upon the observer/observed split. The educational thinkers whose works are examined in this chapter are Dwayne Huebner, Ted Aoki, and Max Van Manen.
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Notes
- 1.
Dwayne Huebner, Talk at UBCib, Canada, January 19, 2013.
- 2.
Dwayne Huebner, “Religious metaphors in the language of education,” Religious Education: The official journal of the Religious Education Association, 1985, 80:3, 460–472.
- 3.
Ibid., p. 463.
- 4.
Ibid.
- 5.
Ibid., pp. 467–68.
- 6.
Ibid., p. 469.
- 7.
Ibid., p. 470.
- 8.
J. W. von Goethe, Scientific Studies (Transl.) Douglas Miller (Princeton: Princeton University Press, 2005).
- 9.
Martin Heidegger, The Question Concerning Technology (New York: Garland Science, 1954).
- 10.
Ted T. Aoki, “Curriculum Implementation as Instrumental Action and as Situational Praxis” In Ted Aoki, Terrance R. Carson, & Basil J. Favaro, Understanding Situational Meanings of Curriculum In-service Acts: Implementing, Consulting, Inservicing; Curriculum Praxis Monograph Series, Monograph 9 (Edmonton, Alberta: Department of Secondary Education, Faculty of Education, University of Alberta, 1983). pp. 3–17.
- 11.
Ted Aoki, “Toward curriculum inquiry in a new key,” Curriculum Praxis Occasional Paper No. 2 (Edmonton, Alberta: Department of Secondary Education, Faculty of Education, University of Alberta, 1980), p. 6.
- 12.
Ted T. Aoki, “Curriculum Implementation as Instrumental Action and as Situational Praxis” In Ted Aoki, Terrance R. Carson, & Basil J. Favaro, Understanding Situational Meanings of Curriculum In-service Acts: Implementing, Consulting, Inservicing; Curriculum Praxis Monograph Series, Monograph 9 (Edmonton, Alberta: Department of Secondary Education, Faculty of Education, University of Alberta, 1983). pp. 3–17.
- 13.
Aoki, op. cit. p. 14.
- 14.
Ted Aoki, “Toward curriculum inquiry in a new key,” Curriculum Praxis Occasional Paper No. 2 (Edmonton, Alberta: Department of Secondary Education, Faculty of Education, University of Alberta, 1980), p. 6.
- 15.
Ted Aoki, “Competence in Teaching as Instrumental and Practical Action: A Critical Analysis,” In Edmund Short (Ed.), Competence: Inquiries into its Meaning and Acquisition in Educational Settings (Lanham: University Press of America, Inc., 1984), p. 74.
- 16.
Ibid., p. 76.
- 17.
Ibid.
- 18.
Ted Aoki, “Interests, knowledge and evaluation: Alternative approaches to curriculum evaluation.” Journal of Curriculum Theorizing, 6 (4), 1986, pp. 27–44.
- 19.
Heidegger, The Question Concerning Technology, op. cit., p. 6.
- 20.
Ted Aoki, “Toward Understanding Computer Application.” Journal of Curriculum Theorizing, 7 (2), 1987.
- 21.
Aoki, “Interests, knowledge and evaluation,” p. 44.
- 22.
Ted Aoki. “Teaching as indwelling between two curriculum worlds.” In Ted Aoki (Ed.), Inspiriting Curriculum and Pedagogy: Talks to Teachers (Edmonton, Alberta: Department of Secondary Education, University of Alberta, 1991), pp. 7–10.
- 23.
Ibid.
- 24.
Ibid., p. 9.
- 25.
Ted Aoki, “Layered voices in teaching: The uncannily correct and the elusively true.” In W. F. Pinar & W. Reynolds (Eds.), Understanding Curriculum as Phenomenological and Deconstructed Text (New York: Teachers College Press, 1992), pp. 17–27.
- 26.
Max Van Manen, Researching Lived Experience: Human Science for an Action Sensitive Pedagogy (New York: SUNY Press, 1990), p. 6.
- 27.
J.W. von Goethe, Scientific studies (New York: Suhrkamp Publishers, 1988), p. 39.
- 28.
Van Manen, Researching Lived Experience, p. 20.
- 29.
Ibid., p. 36.
- 30.
Ibid., p. 39.
- 31.
Ibid., p. 31.
- 32.
Ibid., p. 102.
- 33.
Kaustuv Roy, “An Untimely Intuition: Adding a Bergsonian dimension to experience and education.” Educational Theory, vol. 55, no. 4, 2005, pp. 443–459.
- 34.
Kaustuv Roy, Neighborhoods of the Plantation: War, Politics and Education (The Netherlands: Sense Publishers, 2005), pp. 111–116, text rearranged.
- 35.
Van Manen, op. cit., p. 41.
Bibliography
Dwayne Huebner, “Religious metaphors in the language of education.” Religious Education: The Official Journal of the Religious Education Association, 1985, 80:3, 460–472.
Dwayne Huebner, Talk at UBC, Canada, January 19, 2013.
J. W. von Goethe, Scientific Studies (Transl.) Douglas Miller (Princeton: Princeton University Press, 2005).
J.W. von Goethe, Scientific studies (New York: Suhrkamp Publishers, 1988).
Kaustuv Roy, “An Untimely Intuition: Adding a Bergsonian dimension to experience and education.” Educational Theory, vol. 55, no. 4, 2005a, pp. 443–459.
Kaustuv Roy, Neighborhoods of the Plantation: War, Politics and Education (The Netherlands: Sense Publishers, 2005b).
Martin Heidegger, The Question Concerning Technology (New York: Garland Science, 1954).
Max Van Manen, Researching Lived Experience: Human Science for an Action Sensitive Pedagogy (New York: SUNY Press, 1990).
Ted Aoki, “Competence in Teaching as Instrumental and Practical Action: A Critical Analysis,” In Edmund Short (Ed.), Competence: Inquiries into its Meaning and Acquisition in Educational Settings (Lanham: University Press of America, Inc., 1984).
Ted Aoki, “Interests, knowledge and evaluation: Alternative approaches to curriculum evaluation.” Journal of Curriculum Theorizing, 6 (4), 1986, pp. 27–44.
Ted Aoki, “Layered voices in teaching: The uncannily correct and the elusively true.” In W. F. Pinar & W. Reynolds (Eds.), Understanding Curriculum as Phenomenological and Deconstructed Text (New York: Teachers College Press, 1992), pp. 17–27.
Ted Aoki, “Toward curriculum inquiry in a new key,” Curriculum Praxis Occasional Paper No. 2. (Edmonton, Alberta: Department of Secondary Education, Faculty of Education, University of Alberta, 1980).
Ted Aoki, “Toward Understanding Computer Application.” Journal of Curriculum Theorizing, 7 (2), 1987.
Ted Aoki, Terrance R. Carson, & Basil J. Favaro, Understanding Situational Meanings of Curriculum In-service Acts: Implementing, Consulting, Inservicing; Curriculum Praxis Monograph Series, Monograph 9 (Edmonton, Alberta: Department of Secondary Education, Faculty of Education, University of Alberta, 1983).
Ted Aoki, “Teaching as indwelling between two curriculum worlds.” In Ted T. Aoki (Ed.), Inspiriting Curriculum and Pedagogy: Talks to Teachers (Edmonton, Alberta: Department of Secondary Education, University of Alberta, 1991).
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Roy, K. (2019). Being in Practice. In: Education and the Ontological Question. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-11178-6_4
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