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  1. Emphasising an Embodied Phenomenological Sense of the Self and the Social in Education.Malcolm Thorburn & Steven A. Stolz - 2021 - British Journal of Educational Studies 69 (3):365-380.
    This paper reviews the theoretical underpinnings of phenomenology-related writings which support claims that the self and the social (the ‘I’ and the ‘We’) can plausibly be integrated and nurtured together in education. We begin by analysing contemporary theorising which suggests that reviewing foundational phenomenologists, particularly Husserl and Merleau-Ponty, can lead to greater clarity in understanding and appreciating the intersubjective sense of the self and the social. This perspective is aided by reviewing the reciprocal connections which take place during human action, (...)
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