Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...

Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation of what I believe to be the most important feature of phenomenology—what Heidegger referred to (...) as the ‘starting point’ of phenomenology. I have written this article in the manner of a phenomenological workshop with the intention of inviting the reader to engage experientially with this starting point. (shrink)

In outdoor education discourse the notion of relation is often employed to convey basic connections between humanity and nature as human–nature relationships, yet the sense of relation itself is rarely questioned. Drawing on the work of Peirce and Dewey, I explore the ramifications of a more nuanced understanding of relation, specifically how relation works with and within differing senses of unity. These ramifications have consequences for how we understand human–nature relationships, which I argue are better conveyed in terms of culture–place. (...) The various forms of unity described by Peirce inform more nuanced understandings of culture–place as cultureplace, with implications for the notion of transculturality. My specific concern with outdoor education then enables me to show how cultureplace and culture–place may be considered to have relevance pedagogically, especially in relation to dealing with cultural and environmental crises. (shrink)

In this paper we take as our starting point Greta Thunberg’s message to an audience of adults at a recent climate change summit: ‘This is all wrong. I shouldn’t be up here. I should be back in school on the other side of the ocean. Yet you all come to us young people for hope. How dare you!’ We take Thunberg at her word and endeavour to investigate what is wrong and how it might be wrong. Through this investigation we (...) consider how education may be implicated in the problem to which Thunberg alludes: a problem about both climate change and intergenerational change. We draw upon Hannah Arendt’s seminal work, ‘A Crisis in Education’, to consider how an ecological crisis coincides with an educational crisis symptomatic of an inversion of the traditional adult and child relationship in which education serves to introduce the young to the world – a public world, which is distinct from the ecological world. Arendt’s position on education, we argue, reveals concerns that movements like School Strike for Climate expose young people prematurely to the risks of indoctrination that attend adult, public life, and hinders their renewal of the world. Science too may add to these risks. (shrink)

Book review of Michael Ehrmantraut's (2010) Heidegger's Philosophic Pedagogy published by Continuum.

Museum education is a complex and specialized endeavour, even more so when involving partnerships with schools. In this paper, we engage with theories that support understanding of museum-educator pedagogies. Dewey's notion of occupations is explored as offering a better theorization of pedagogical possibilities than that available through ideas associated with identity. Museum-educator pedagogies shape occupations, as the coherence of interest-purpose-meaning. Such shaping is not a purely individual human action, as occupations are social and material, as being-in-the-world. Heidegger's phenomenological understanding of (...) the working of art, critiqued by Schapiro, enables further comprehension of this pedagogical working. Both theories together provide insights into museum-educator pedagogies as expressive of the always challenging art of education. (shrink)

The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments. These dialogues address the specialized and technical aspects of conducting educational research, conceptualize the relationship between (...) methodology and theory, and provide in-depth discussion of concerns including falsifiability, openness, interpretation and researcher judgement. Foregrounding the researchers' first-hand experience and knowledge, this book will provide future and current researchers with a deeper comprehension of the place of theory in education research. An illuminating resource for undergraduate and postgraduate researchers alike, Theory and Philosophy in Education Researchconfronts the intricate complexities of conducting education research in a highly engaging and accessible way. (shrink)