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Rethinking Curriculum engages those various elements—reason (logos), nonreason (mythos), becoming, dissipation, violence, uncertainty, insecurity, transcendence, love, and death—the varying combinations and effects of which produce, at the phenomenological level, the horizon of the thing we call curriculum. The practice of theory here concerns the ontological grasp of knowledge itself, its materiality, and does not lie merely in the acquisition of the epistemic or conceptual aspect. Phenomenological reason encounters ontological aesthetics through the complex and dynamic interplay of several disciplinary domains such as philosophy, psychology, political theory, and pedagogy. The discussion moves through a critical reconsideration of the relationship between knowledge and knower from these multiple perspectives leading up to the fundamental question in education which is emancipation.

DOI: 10.1007/978-3-319-61106-8_1

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