Education Commons^™

Huebner's Critical Encounter With The Philosophy Of Heidegger In Being And Time: Learning, Understanding, And The Authentic Unfolding Of History In The Curriculum, James Magrini

Philosophy Scholarship

This paper responds to the following question: "What are the issues concerned with potential educational reform that arise from Huebner's critical encounter with Heidegger and the tradition in education and curriculum theory?" In attempting a rejoinder, I revisit Huebner's groundbreaking essay, "Curriculum as Concern for Man's Temporality," which introduces the phenomenological method in education and curriculum studies, with the goal of examining in detail the underlying themes, issues, and concepts, which ground Huebner's reconceptualization of curriculum reform, as they emerge from Heidegger's philosophy. I show that Huebner's understanding of Being-in-the-world in terms of the design of the educational environment, not …

Returning To Ulysses: The Need For Ireland's Higher Education Institutions To Re-Imagine The Provision Of Entrepreneurship Education, Thomas Cooney, Kathleen Farrell, Paul Hannon

Conference papers

This paper is a detailed analysis of entrepreneurship education in Higher Education Institutions (HEIs) on the island of Ireland based on a survey of all twenty-six institutions. The paper examines the number and types of courses and activities currently being offered to students and concludes that the vast majority of the existing provision is quite traditional in its approach. It is further argued that entrepreneurship education needs to be re-imagined if it is to meet the needs of Ireland’s current economic and social challenges, and that educators should seek inspiration from some of the island’s most creative artists from its …

“Above All Greek, Above All Roman Fame”: Classical Rhetoric In America During The Colonial And Early National Periods, James M. Farrell

Communication

The broad and profound influence of classical rhetoric in early America can be observed in both the academic study of that ancient discipline, and in the practical approaches to persuasion adopted by orators and writers in the colonial period, and during the early republic. Classical theoretical treatises on rhetoric enjoyed wide authority both in college curricula and in popular treatments of the art. Classical orators were imitated as models of republican virtue and oratorical style. Indeed, virtually every dimension of the political life of early Ameria bears the imprint of a classical conception of public discourse. This essay marks the …

Recovering A Phenomenological-Hermeneutic Understanding Of The Human Being As "Learner": Exploring The Authentic Teacher-Pupil Relationship, James Magrini

Philosophy Scholarship

No abstract provided.

Crabb, Alfred Leland, 1884-1979 (Mss 367), Manuscripts & Folklife Archives

MSS Finding Aids

Finding aid and bibliography (click on "Additional Files" below) for Manuscripts Collection 367. Correspondence, book and article manuscripts, and research material of Alfred Leland Crabb, a native of Warren County, Kentucky and later professor at George Peabody College for Teachers in Nashville, Tennessee. The topics of the manuscripts include historical fiction related to Nashville and Bowling Green, biographies of prominent Nashvillians, and articles on all levels of education. Much of the unpublished material is fiction but draws from Crabb's Plum Springs school days and his student experiences at Western Kentucky University.

Character Education Seeking The Best Of Both Worlds: A Study Of Cultural Identity And Leadership In Egypt., Rania M Rafik Khalil, Nevien Mattar

English Language and Literature

No abstract provided.

Subversive Representations Of Education In Francophone Novels Of The Colonial Maghreb, Whitney Bevill

Masters Theses 1911 - February 2014

Much work exploring alterity and hybridity in the Maghreb ignores representations of education which confront seminal formative experiences, specifically education. French colonial education was problematic because it granted access to the colonizer’s culture, yet it also created a rupture in self-identity for Maghrebi students. In this thesis, I interrogate the literary representations of sites and sources of education by analyzing how these representations discuss the tension between formal French education and informal Maghrebi education.

My thesis begins with a historical overview of colonial education in the Maghreb. I then discuss literary methods of negotiating identity, contrasting Arab and Western autobiography …

John Hughes May Be Onto Something: Anti-Authoritarianism In Education, Film And Policy, James M. Iddins

Graduate Student Publications

In this article, I use two popular anti-authoritarian films to explore often-overlooked options for the education reform debate and general issues related to educational public policy. Bringing in sources from many disciplines, including anthropology, sociology, and economics, I argue for a second look at the issues revealed in the films and action on our part toward creating a more sustainable educational and economic reality. I contend that if we take into account our historical context, we come to a much different conclusion regarding these issues than we might have otherwise.

Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini

Philosophy Scholarship

The current definition of a good teacher is grounded in sets of pre-determined competencies established and imposed upon schools by bureaucratic organizations that are, proximally and for the most part, removed from the foundational elements of education, namely, the existential, embodied conscious experience of teaching and learning as it unfolds in the lived world of schools and universities. As Pinar (2004) observes, contemporary American education is deterministic, and "in its press for efficiency and standardization,' has the effect of reducing "teachers to automata" (p. 28). Thus, the subject-hood, or authentic identity, of both teachers and students is not of their …

Human Rights Are Mutual Obligations: The Perceptions Of Pakistani Muslim Women About Rights And Freedom, Rashida Qureshi

Book Chapters / Conference Papers

No abstract provided.

Teachers’ Professional Development Through Integrating Ict In English Language Education: A Case From Pakistan, Ayesha Bashiruddin

Book Chapters / Conference Papers

No abstract provided.

Helping Students Act As A Result Of Classroom Lessons, John Hilton Iii, Brandon B. Gunnell

Faculty Publications

President Thomas S. Monson taught, “The goal of gospel teaching . . . is not to ‘pour information’ into the minds of class members. . . . The aim is to inspire the individual to think about, feel about, and then do something about living gospel principles.” In this same talk he emphasized the importance of taking action as it relates to learning, saying, “I hear and I forget; I see and I remember; I do and I learn.” Thus a key responsibility in the role of a religious educator is to help students do things as a result of …

Socio-Economic Stability And Independence Of Appalachian Women, Michele Dawn Kegley

Antioch University Full-Text Dissertations & Theses

This study researched Appalachian women who were in emotional, social, or economic reliant relationships with male spouses and became socio-economically stable and independent. This effort is to give Appalachian women voice and learn from their accounts of how they led change by financially, physically, and socially providing for themselves and their dependent children. Research is limited to a particular group of white middle class Appalachian women in the North-Central sub-region of Appalachia. This group was chosen because they have been largely overlooked in the literature. However, this study does not answer questions of all women‘s experiences and barriers in Appalachia. …