Refocusing the Self in Higher Education

A Phenomenological Perspective

Nonfiction, Religion & Spirituality, Philosophy, Phenomenology, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Higher Education
Cover of the book Refocusing the Self in Higher Education by Glen Sherman, Taylor and Francis
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Author: Glen Sherman ISBN: 9781135942533
Publisher: Taylor and Francis Publication: April 24, 2014
Imprint: Routledge Language: English
Author: Glen Sherman
ISBN: 9781135942533
Publisher: Taylor and Francis
Publication: April 24, 2014
Imprint: Routledge
Language: English

In higher education literature, theories of learning and development have largely been adapted from psychology to the exclusion of basic insights from philosophy. This volume addresses the gaps in higher education’s theoretical base created by this inattention to philosophy and reflects on the significance of the history of philosophy for the field of higher education. Key insights from phenomenological and then deconstructive philosophy are explained in an accessible and useful way and woven into a practical theory of the student-subject and its implications for learning and development. Finally, narrative theory is introduced in conjunction with these philosophical considerations as the author considers alternative ways of conceptualizing the student, the student’s experience, and the unification of the curricular, co-curricular, and extracurricular aspects of higher education.

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In higher education literature, theories of learning and development have largely been adapted from psychology to the exclusion of basic insights from philosophy. This volume addresses the gaps in higher education’s theoretical base created by this inattention to philosophy and reflects on the significance of the history of philosophy for the field of higher education. Key insights from phenomenological and then deconstructive philosophy are explained in an accessible and useful way and woven into a practical theory of the student-subject and its implications for learning and development. Finally, narrative theory is introduced in conjunction with these philosophical considerations as the author considers alternative ways of conceptualizing the student, the student’s experience, and the unification of the curricular, co-curricular, and extracurricular aspects of higher education.

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