標(biāo)題: Titlebook: Education and Well-Being; An Ontological Inqui Matthew D. Dewar Book 2016 The Editor(s) (if applicable) and The Author(s) 2016 Education.we [打印本頁(yè)] 作者: microbe 時(shí)間: 2025-3-21 16:22
書目名稱Education and Well-Being影響因子(影響力)
書目名稱Education and Well-Being影響因子(影響力)學(xué)科排名
書目名稱Education and Well-Being網(wǎng)絡(luò)公開度
書目名稱Education and Well-Being網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Education and Well-Being被引頻次
書目名稱Education and Well-Being被引頻次學(xué)科排名
書目名稱Education and Well-Being年度引用
書目名稱Education and Well-Being年度引用學(xué)科排名
書目名稱Education and Well-Being讀者反饋
書目名稱Education and Well-Being讀者反饋學(xué)科排名
作者: gruelling 時(shí)間: 2025-3-21 23:12
The Editor(s) (if applicable) and The Author(s) 2016作者: 樂器演奏者 時(shí)間: 2025-3-22 00:29
Delay Model, SSA and Brownian Motionogy and its ontological consequences. This chapter begins with a brief sketch of Heidegger’s existential analytic from . and then draws connections between themes present in Heidegger’s existential analytic and contemporary educational research, which always has, and continues to be, dominated by a 作者: 商品 時(shí)間: 2025-3-22 05:09 作者: UNT 時(shí)間: 2025-3-22 12:45
https://doi.org/10.1007/978-90-313-8553-9ip between education and well-being. I begin by briefly presenting the tradition of phenomenological research in education and curriculum studies, which provides a precedent for my own phenomenological analysis of education and well-being. Given the similar etymological and philosophical meanings of作者: mutineer 時(shí)間: 2025-3-22 15:28 作者: mutineer 時(shí)間: 2025-3-22 18:27
Matthew D. DewarExplores the philosophical commitments driving contemporary educational research.Addresses the tradition of phenomenological research in education and curriculum studies.Draws from the author‘s own ex作者: brachial-plexus 時(shí)間: 2025-3-22 23:57
http://image.papertrans.cn/e/image/302446.jpg作者: 消極詞匯 時(shí)間: 2025-3-23 01:23 作者: Chromatic 時(shí)間: 2025-3-23 07:39
The Privileging of Epistemology over Ontology in Educational Research and Its Ontological Consequenivist epistemology back to Plato’s Cave and the development of a dualist metaphysics that separates the mind from the material world, which ultimately leads to nihilism and negates the meaning of being by fracturing our being-in-the-world.作者: 運(yùn)動(dòng)性 時(shí)間: 2025-3-23 13:15
Book 2016Beginning with the consequences of the reductive tendencies of educational research and moving through the consequences of the technical and instrumental tendencies of curriculum, this book challenges how contemporary education as a whole reduces human beings to “things” and funnels them according t作者: Adulate 時(shí)間: 2025-3-23 17:50
cation and curriculum studies.Draws from the author‘s own exThis book explores how contemporary educational research and curriculum occlude the vital and enduring relationship between education and well-being. Beginning with the consequences of the reductive tendencies of educational research and mo作者: 大量殺死 時(shí)間: 2025-3-23 19:42
Book 2016education and well-being, this book attempts to recover an understanding of education that embodies how we learn to uncover and relate to our own possibilities for a more meaningful life which is a life of well-being.作者: 無(wú)意 時(shí)間: 2025-3-24 00:29
Production Functions of Complex Variables,oritize and meaningfully give shape to our possibilities for being. Therefore, when curriculum, and consequently education, is dominated by clock time, it occludes the most meaningful possibilities of human being, which is to become a “well” ..作者: 易受騙 時(shí)間: 2025-3-24 03:22
Curriculum and the Reduction of Temporality to Time and Its Ontological Consequences,oritize and meaningfully give shape to our possibilities for being. Therefore, when curriculum, and consequently education, is dominated by clock time, it occludes the most meaningful possibilities of human being, which is to become a “well” ..作者: 錫箔紙 時(shí)間: 2025-3-24 09:18 作者: 預(yù)示 時(shí)間: 2025-3-24 12:09 作者: 妨礙 時(shí)間: 2025-3-24 17:32
https://doi.org/10.1007/978-90-313-8553-9who has become such by owning his or her temporality. This ontologically individuating process characterizes the fullest expression of education’s meaning: to uncover and bring forth, like water from a well, the human being’s most meaningful possibilities for being.作者: Nuance 時(shí)間: 2025-3-24 21:18 作者: BLA 時(shí)間: 2025-3-24 23:43 作者: 憤怒歷史 時(shí)間: 2025-3-25 03:39 作者: vocation 時(shí)間: 2025-3-25 10:49 作者: Legend 時(shí)間: 2025-3-25 13:25
A Poeticizing Phenomenology of Education and Well-Being,ip between education and well-being. I begin by briefly presenting the tradition of phenomenological research in education and curriculum studies, which provides a precedent for my own phenomenological analysis of education and well-being. Given the similar etymological and philosophical meanings of作者: Deject 時(shí)間: 2025-3-25 17:34 作者: 增減字母法 時(shí)間: 2025-3-25 21:00
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