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Full-Text Articles in Education
On The Lived Experience Of Truth In An Era Of Educational Reform: Co-Responding To Anti-Intellectualism, Matthew J. Kruger-Ross
On The Lived Experience Of Truth In An Era Of Educational Reform: Co-Responding To Anti-Intellectualism, Matthew J. Kruger-Ross
Educational Foundations & Policy Studies Faculty Publications
The severity of the challenges made to traditionally and historically accepted understandings of truth, what is true, what is false and “fake,” and even what is real, continues unabated in American public discourse. Nevertheless, the primary argument in this paper does not aim to identify the causes of the breakdown of representation (i.e. in the Trump administration, within the education reform movement) and the correspondence-based conceptions of truth. Instead, the focus is on discussing the hermeneutic phenomenology of Martin Heidegger and offering a conceptualization of truth as lived and experienced. Challenges to truth are to be understood not as an …
Reclaiming Our Assumptions At The Intersection Of Technology, Learning And Equity, Matthew J. Kruger-Ross
Reclaiming Our Assumptions At The Intersection Of Technology, Learning And Equity, Matthew J. Kruger-Ross
Educational Foundations & Policy Studies Faculty Publications
No abstract provided.
Can Curriculum Respond To The “Crisis Of Technology”? Curriculum Oriented Towards World, Cameron Duncan, Matthew J. Kruger-Ross
Can Curriculum Respond To The “Crisis Of Technology”? Curriculum Oriented Towards World, Cameron Duncan, Matthew J. Kruger-Ross
Educational Foundations & Policy Studies Faculty Publications
No abstract provided.
Raising The Question Of Being In Education By Way Of Heidegger's Phenomenological Ontology, Matthew J. Kruger-Ross
Raising The Question Of Being In Education By Way Of Heidegger's Phenomenological Ontology, Matthew J. Kruger-Ross
Educational Foundations & Policy Studies Faculty Publications
The aim of this essay is to explore how to raise the question of Being in education by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in Heidegger’s Being and Time. To prepare the way for raising the question of Being in education, a nuanced understanding of Heidegger’s phenomenological analyses on truth and language is summarized. Thereafter, the manner in which Being is referenced is analyzed before considering the way of Heidegger’s phenomenological ontology. In conclusion, existing attempts and continuing efforts to explore the question of Being in education through phenomenological ontology …
Temporalizing Pedagogy And Technology: Pressing Into The Future, Matthew J. Kruger-Ross
Temporalizing Pedagogy And Technology: Pressing Into The Future, Matthew J. Kruger-Ross
Educational Foundations & Policy Studies Faculty Publications
No abstract provided.
A Plea For Pedagogy, Matthew J. Kruger-Ross
A Plea For Pedagogy, Matthew J. Kruger-Ross
Educational Foundations & Policy Studies Faculty Publications
No abstract provided.
Toward A Set Of Theoretical Best Practices For Web 2.0 And Web-Based Technologies, Matthew Kruger-Ross, Lori B. Holcomb
Toward A Set Of Theoretical Best Practices For Web 2.0 And Web-Based Technologies, Matthew Kruger-Ross, Lori B. Holcomb
Educational Foundations & Policy Studies Faculty Publications
Many educators are excited by and support the innovative and pedagogically invigorating technologies offered by the interactive and collaborative Web 2.0 movement. To date, much of the research on the integration of Web 2.0 tools has focused on technical and procedural generalizations about how one might incorporate these technologies into the classroom. While some research has addressed content specific uses of these tools, only a limited amount has explored best practices for using these technologies to encourage learning. While these studies are groundbreaking and serve an important purpose, this article aims to shift the ongoing conversation toward a first draft …