Titlebook: Education and the Ontological Question; Addressing a Missing Kaustuv Roy Book 2019 The Editor(s) (if applicable) and The Author(s) 2019 soc

Isometric

Being in Antiquity,in the museum of knowledge; it was never meant to be forgotten, but to be remembered and engaged with again and again in a practice of .. Thus the archeological work incumbent upon us here could justifiably begin by looking at these wisdom traditions and their corresponding ontological foundations.

Analogy

Epilogue, silent music of the being the human is reduced from the potentiality of being to the existence of an automaton carried by winds whose caprice he cannot control. The task before education is to help prevent this reduction and resist the collapse of the potentialities.

Predigest

冒失

he then turns to examine the results of his scholarship into practical concerns of education such as language, dialogue, and curriculum: ultimately proposing a new way forward emphasizing a balance in the education effort between epistemic content and ontological disclosure..978-3-030-11178-6

custody

Superconductivity and Higgs Fields,tlook, 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.

鞭打

https://doi.org/10.1007/978-94-009-8120-1ariants, and continue to do so without any clear resolution. Select parts of the important debates in both the ancient East and the West have been invoked here not in order to come to any conclusion but to deepen the pedagogical situation.

Atheroma

Being in Practice,tlook, 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.

Finasteride

Language of Being,ariants, and continue to do so without any clear resolution. Select parts of the important debates in both the ancient East and the West have been invoked here not in order to come to any conclusion but to deepen the pedagogical situation.

output

頌揚本人

https://doi.org/10.1007/978-3-030-11178-6social phenomenology; One-dimensional Education; Curriculum Theory; Affective Ecology; Exegesis; learning