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

運(yùn)動(dòng)性

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

Adulate

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

大量殺死

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.

無(wú)意

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” ..

易受騙

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” ..

錫箔紙

預(yù)示

妨礙

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.

Nuance

BLA