Phenomenology and Educational Theory in Conversation: Back to Education Itself, 1st Edition (Hardback) book cover

Phenomenology and Educational Theory in Conversation

Back to Education Itself, 1st Edition

Edited by Patrick Howard, Tone Saevi, Andrew Foran, Gert Biesta


304 pages | 2 B/W Illus.

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Hardback: 9780367209889
pub: 2020-07-01
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Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.

This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappears in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse.

This book will be of great interest for academics, researchers and post-graduate students in the fields of pedagogy, phenomenology, educational theory and progressive education.

Table of Contents

Part 1: On Education


Chapter 1: On the givenness of teaching: Encountering the educational phenomenon

Gert Biesta

Chapter 2: Uncovering what educators’ desire through Kierkegaard’s loving phenomenology

Scott Webster

Chapter 3: Approaching education on its own terms

Joris Vlieghe & Piotr Zamojski

Chapter 4: Pedagogical Practice

Andrew Foran

Part 2: Children, Adults, Voice and Agency


Chapter 5: More Than Measurement: Education, Uncertainty and Existence

Peter Roberts

Chapter 6: Paulo Freire and Living a non-Neoliberal Life in Education

Walter Omar Kohan

Chapter 7:  A Phenomenology of Reading: Textual Technology and Virtual Worlds

Eva-Marie Simms

Chapter 8: Reality testing subjectivity, naivety and freedom – on the possibility of educational moments

Tone Saevi

Part 3: The Existentials


Chapter 9: Bildung and Embodiment: Learning, practicing, space and democratic education

Malte Brinkmann

Chapter 10: Time, Individuality, and Interaction: A Case Study

Herner Saeverot & Glenn-Egil Torgersen

Chapter 11: The school building and the human: An intertwined relationship

Eva Alerby

Chapter 12: Active and Interactive Bodies

Stephen J. Smith

Chapter 13: "Awakening to the World as Phenomenon": The Value of Phenomenology for a Pedagogy of Place and Place Making

David Seamon

Chapter 14: From Kairos to Chronos: The Experience of Lived Time in Education

Erika Goble

Chapter 15: Educational possibilities: Teaching toward the phenomenological attitude

Marcus Morse & Sean Blenkinsop

Part 4: To Have Been Educated


Chapter 16: Deceptively Difficult Education: a case for a lifetime of impact

Alan Bainbridge

Chapter 17: Education as Pro-duction and E-duction

Stein M. Wivestad

Chapter 18: Focal Practices and the Ontologically Educated Citizen

Dylan van Der Shyff

Chapter 19: Between Having and Being: Phenomenological Reflections on Having Been Educated

Patrick Howard


About the Editors

Patrick Howard is a Professor of Education at Cape Breton University in Sydney, Nova Scotia, Canada. He is co-editor of the open access journal Phenomenology & Practice.

Tone Saevi is a Professor of Education at VID Specialized University, Bergen, Norway. She is the main editor of the open access journal Phenomenology & Practice.

Andrew Foran is a Professor of Education at St. Francis Xavier University, Canada. He is co-editor of the open access journal Phenomenology & Practice.

Gert Biesta is Professor of Public Education in the Centre for Public Education and Pedagogy, Maynooth University, Ireland, and Professorial Fellow in Educational Theory and Pedagogy, Moray House School of Education and Sport, University of Edinburgh, UK.

About the Series

Theorizing Education

Theorizing Education brings together innovative work from a wide range of contexts and traditions which explicitly focuses on the roles of theory in educational research and educational practice. The series includes contextual and socio-historical analyses of existing traditions of theory and theorizing, exemplary use of theory, and empirical work where theory has been used in innovative ways. The distinctive focus for the series is the engagement with educational questions, articulating what explicitly educational function the work of particular forms of theorizing supports.

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