After her curriculum proposal is presented, Noddings' feminine ethics is submitted to a critique through an interpretation of her three books. Her distortion of Gilligan and Chodorow is explained. Indebtedness to male sources is noted. The over-emphasis upon good and upon first-person experience is criticised and traced to feminist rage, which is interpreted as the result of the oppression of women. Noddings' suppressed 'Kantianism' is explicated to maintain the dialectic between so-called male and female voices. Main strengths of her curriculum (...) proposal are interpreted more broadly than her perspective allows to indicate a promising return to normative, macro-theory of education. (shrink)

This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s (1903 to 1991) philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational significance of the concept (...) of encounter, and b) to clarify its relationship to the humanistic concept of formation (or unfolding; Bildung), in order to establish the tension between Bildung-theory and the existential theory of human formation. The paper claims that, for a more elaborated understanding of the human educative process, the tension between the processes of encounter and Bildung should be seen as the core tension behind the holistic view of becoming human. Also, c) for an analysis of the Anglo-American reception of the concept, a phenomenological view of the encounter as a transcendental aspect of a learning process will be made in order to gain a wider view of the concept. (shrink)

Grading is often a time-consuming, laborious task for teachers continuously required to document student performance. Simultaneously, among students there is intense competition for grades, which determine class ranks, college entrances, scholarship opportunities, as well as satisfy parental and societal expectations . Due to the importance of grades, some educators have sought to determine whether or not traditional grading systems are truly indicative of students' abilities . This study investigated alternative grading systems, especially those that were non points-based, and the influence (...) alternative grading had upon teachers' instructional practices. This study also examined teachers' motivations for implementing alternative grading systems, how they aligned with teachers' educational philosophies, and how they affected the feedback teachers provided their students. Utilizing a blended methodology of multi-case phenomenology, case study provided structure in the data collection procedures, while Moustakas' transcendental phenomenology provided the methodological framework for the data analysis, aimed at identifying the essences of teachers' experiences with alternative grading. After bracketing my own experience with alternative grading in the Epoche, and horizonalizing the data along the subsidiary research questions to find invariant qualities, I employed the transcendental-phenomenological reduction , synthesizing textural and structural descriptions, to arrive at the essences of the experience. Ultimately, the essences of alternative grading were determined to be built upon strong administrative support with a focus on increasing student learning. While teachers reported that alternative grading did not have much influence over their instructional practices--possibly due to teaching in a style that was conducive to alternative grading so as not to perceive a change, it was apparent that alternative grading forced these teachers to adjust their planning, and to reflect on the nature and purpose of each assignment in order to maximize student learning. (shrink)

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)