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999 _c97994
_d97994
001 978-3-319-71516-2
003 DE-He213
005 20191024181459.0
007 cr nn 008mamaa
008 180209s2018 gw | s |||| 0|eng d
020 _a9783319715162
024 7 _a10.1007/978-3-319-71516-2
_2doi
040 _cМУБИС.
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
100 1 _aSpier, Joshua.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aHeidegger and the Lived Experience of Being a University Educator
_h[electronic resource] /
_cby Joshua Spier.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Pivot,
_c2018.
300 _aXIII, 136 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction -- Chapter 2. Heidegger and the question of being -- Chapter 3. Being as conversation -- Chapter 4. Being as 'having-been' -- Chapter 5. Being as possibility -- Chapter 6. Conclusion.
520 _a'A highly useful and deeply touching account of how real conversation can contribute to the development of genuine professional relations.' —Nel Noddings, Stanford University, USA This book explores the lived meanings of being a university educator from an existential perspective. The book enriches our understanding of educators' experiences in light of Martin Heidegger's early philosophy, and vice versa (opening our understanding of Heidegger's philosophy through educators' experiences). Also drawing on the philosophical insights of Hans-Georg Gadamer, the book situates the purposes and experiences of the ‘educator’ in historical and contemporary contexts. In doing so, the author reveals that being a university educator is essentially characterised by conversation and time. Inspired by the author’s own experiences of teaching community development and sociology within a youth-work specific bachelor degree, the book invites educators to apply existential philosophy as a tool to reflect upon their own experiences and to reconnect with the question of what it means to be an educator in their shared world of practice. This thoughtful volume is sure to resonate with the experiences of readers who educate within a university context. Joshua Spier is Research Associate in the College of Education, Psychology and Social Work at Flinders University, Australia. His research centres on hermeneutic phenomenological approaches to meaning in higher education and community development practice. .
650 0 _aEducation, Higher.
650 1 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aHigher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O36000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/O29000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/X22070
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319715155
776 0 8 _iPrinted edition:
_z9783319715179
776 0 8 _iPrinted edition:
_z9783319890807
856 4 0 _uhttps://doi.org/10.1007/978-3-319-71516-2
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK