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  1. Being in tension: the dependent response in social education.María Castillo-López - forthcoming - Ethics and Education.
    Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas’s philosophy of alterity and, specifically, the notion of hospitality constitutes our ethical lens to explore educational encounters in non-formal contexts within the Spanish Social Sector. The study is developed from a hermeneutic phenomenological approach into the depth of lived experiences of eight social educators who currently work with different populations groups. The testimonies, explored through semi-structured interviews, are presented in a conversational, dialogic, poetic (...)
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  • Embodied cognition and curriculum construction.Mei-Qian Wang & Xu-Dong Zheng - 2018 - Educational Philosophy and Theory 50 (3):217-228.
    The disembodiment of cognitive science has resulted in curricula with disembodied concepts and practice. The emergence of the embodied cognitive science provoked public reflections on the nature of the curriculum. This has elevated the body from the ‘peripheral’ position to the ‘central’ position, acting as the subject in action and becoming the bridge to experience transformations. Meanwhile, the nurturing role of the environment for the mind is attracting increasingly more attention, and the environment, the body, and the mind jointly constitute (...)
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  • Reflection and Perception in Professional Practice.Peter Erlandson - 2014 - Indo-Pacific Journal of Phenomenology 14 (1):1-11.
    For the last decade, reflection has been a major theme in discussions about professional skillfulness and the development of the competence of practitioners such as nurses and teachers. The intellectual pattern that has structured ambitions in relation to reflection is found mainly in Schön’s The Reflective Practitioner and the epistemological turn suggested there. In this text, however, I focus on a dimension that is often forgotten when professional practitioners are conceived of as being reflective, namely, perception. From the framework of (...)
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  • Teachers’ Experiences of Enjoyment of Work as a Subtle Atmosphere: An Empirical Lifeworld Phenomenological Analysis.Anna-Carin Bredmar - 2013 - Indo-Pacific Journal of Phenomenology 13 (sup1):1-16.
    The purpose of this paper is to show how teachers’ experiences of one dimension of enjoyment of work, namely joy as a subtle atmosphere, can be described and understood from a lifeworld perspective. The lifeworld phenomenological approach contributes to the whole research design and provides the concepts that form the theoretical basis for the analysis. The specific lifeworld concepts used are ‘intertwinement’, ‘natural attitude’, ‘pre-predicativity’, ‘intentionality’ and ‘intersubjectivity’. Using these concepts, the results illuminate and describe the meanings of enjoyment of (...)
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  • Developing Sensitive Sense and Sensible Sensibility in Pedagogical Work: Professional development through reflection on emotional experiences.Anna-Carin Bredmar - 2020 - Phenomenology and Practice 14 (1):57-72.
    The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in (...)
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  • Considering the concepts of the lived body and the lifeworld as tools for better understanding the meaning of assistive technology in everyday life.Inger C. Berndtsson - 2018 - Alter - European Journal of Disability Research / Revue Européenne de Recherche Sur le Handicap 12 (3):140-152.
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