Being in practice
A minoritarian but spirited voice has existed in educational and curricular practice rooted in the insights of thinkers such as Edmund Husserl, Maurice Merleau-Ponty, Alfred Schutz, and others. This diverse group has not capitulated to the modernist tunnel vision and positivistic outlook that sees education not as an act of collective liberation but as training for disciplined servitude to societal demands flavored by the discourse of freedom and progress. In different ways, these outlying voices have displayed their uneasiness with, and in some cases even outright rejection of, the modernist-technicist ideas of "learning" and its measurement in education. These voices are not necessarily convergent in vision or explicitly ontological in outlook, 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.
Full citation [Harvard style]:
Roy, K. (2019). Being in practice, in Education and the ontological question, New York, Palgrave Macmillan, pp. 125-169.
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