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  1. Education and the Concept of Time.Leena Kakkori - 2013 - Educational Philosophy and Theory 45 (5):571-583.
    As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It (...)
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  • Husserl, Heidegger, and the Transcendental Dimension of Phenomenology.Archana Barua - 2007 - Indo-Pacific Journal of Phenomenology 7 (1):1-10.
    Understanding phenomenology as a philosophical approach in which human-world relationships are analysed, as well as the constitution of subjectivity and objectivity within these relationships, this paper addresses some issues related to the transcendental dimension in the phenomenology of Edmund Husserl. An attempt is also made to re-address some issues related to phenomenology and its transcendental dimension as understood by adherents of hermeneutical phenomenology such as Paul Ricoeur. In essence, the focus of the paper is on exploring the following issues: what (...)
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  • Phenomenology as a political position within maternity care.Gill Thomson & Susan Crowther - 2019 - Nursing Philosophy 20 (4):e12275.
    In this article, the authors use the context of childbirth to consider the power that is endemic in certain forms of evidence within maternity care research. First, there is consideration of how the current evidence hierarchy and experimental‐based studies are the gold standard to determine and direct women's maternity experiences, although this can be at the detriment of care and irrespective of women's needs. This is followed by a critique of how the predominant means to assess women's experiences via satisfaction (...)
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  • Saving Heidegger from Benner and Wrubel.Stephen Horrocks - 2004 - Nursing Philosophy 5 (2):175-181.
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