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Table of contents (5 chapters)
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Front Matter
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Back Matter
Keywords
About this book
Reviews
“Magrini claims that it may be feasible to initiate worlds in the present curriculum that stand further than the technical-empirical arrangement of social efficiency and its inclination for uniformity. … Phenomenological language, and the distinctive reformulation of phenomena it implies, is thoroughly appropriate to convey the flexible, active, and changeable character of the development of our Being-in-praxis. … Publication of this volume is well timed to tap into the increasing interest in curriculum. Magrini’s approach is insightful and decidedly original.” (George Lazaroiu, Review of Contemporary Philosophy, Vol. 15, 2016)
"Overall, Magrini has certainly produced a fascinating text that in my view identifies and addresses issues that are fundamental to education and the curriculum. In particular, he skillfully weaves thinkers and ideas together in a way that both makes key underlying themes salient and deepens understanding of the thinkers concerned." - Michael Bonnett, Affiliated Lecturer, University of Cambridge, UKAuthors and Affiliations
About the author
James M. Magrini is Adjunct Professor of Western Philosophy and Ethics and Senior Academic Advisor, College of DuPage, USA.
Bibliographic Information
Book Title: New Approaches to Curriculum as Phenomenological Text
Book Subtitle: Continental Philosophy and Ontological Inquiry
Authors: James M. Magrini
Series Title: Curriculum Studies Worldwide
DOI: https://doi.org/10.1057/9781137573186
Publisher: Palgrave Macmillan New York
eBook Packages: Palgrave Education Collection, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2015
Hardcover ISBN: 978-1-137-57317-9Published: 17 September 2015
eBook ISBN: 978-1-137-57318-6Published: 07 September 2015
Series ISSN: 2731-6386
Series E-ISSN: 2731-6394
Edition Number: 1
Number of Pages: VI, 129
Topics: Curriculum Studies, Educational Philosophy, Education Policy, Educational Policy and Politics, Philosophy of Education