31 found
Order:
Disambiguations
David Lewin [33]David Michael Lewin [1]
  1.  34
    Indoctrination.David Lewin - 2022 - Journal of Philosophy of Education 56 (4):612-626.
    The indoctrination debates have been a key feature of the philosophy of education over the past 50 years. While it is generally acknowledged that the pejorative associations of indoctrination only emerged over the last 100 years, those normative associations are widely taken to be an essential part of the concept itself as are the positive connotations of education. I explore some of the problems of assuming that the term must refer to something negative and the essentialism that this implies. The (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  2.  48
    The Pharmakon of Educational Technology: The Disruptive Power of Attention in Education.David Lewin - 2016 - Studies in Philosophy and Education 35 (3):251-265.
    Is physical presence an essential aspect of a rich educational experience? Can forms of virtual encounter achieve engaged and sustained education? Technophiles and technophobes might agree that authentic personal engagement is educationally normative. They are more likely to disagree on how authentic engagement is best achieved. This article argues that educational thinking around digital pedagogy unhelpfully reinforces this polarising debate by failing to recognise that digitalisation is, as Stiegler has argued, pharmacological: both a poison and a cure. I suggest that (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   11 citations  
  3.  65
    Behold: Silence and Attention in Education.David Lewin - 2014 - Journal of Philosophy of Education 48 (3):355-369.
    Educators continually ask about the best means to engage students and how best to capture attention. These concerns often make the problematic assumption that students can directly govern their own attention. In order to address the role and limits of attention in education, some theorists have sought to recover the significance of silence or mindfulness in schools, but I argue that these approaches are too simplistic. A more fundamental examination of our conceptions of identity and agency reveals a Cartesian and (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   11 citations  
  4.  21
    Who’s Afraid of Secularisation? Reframing the Debate Between Gearon and Jackson.David Lewin - 2017 - British Journal of Educational Studies 65 (4):445-461.
  5.  38
    Between horror and boredom: fairy tales and moral education.David Lewin - 2020 - Ethics and Education 15 (2):213-231.
    Where do a child’s morals come from? Interactions with other human beings provide arguably the primary contexts for moral development: family, friends, teachers and other people. It is the artistic products of human activity that this essay considers: literature, film, art, music. Specifically, I will consider some philosophical issues concerning the influence of folk and fairy tales on moral development. I will discuss issues of representation and reduction: in particular, how far should stories for children elide the complexities inherent to (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  6.  11
    Technology and the philosophy of religion.David Lewin - 2011 - Newcastle upon Tyne, UK: Cambridge Scholars Press.
    The last one hundred years has seen unimaginable technological progress transforming every aspect of human life. Yet we seem unable to shake a profound unease with the direction of modern technology and its ideological siblings, global capitalism and massive consumption. Philosophers such as Marcuse, Borgmann and especially Heidegger, have developed important analyses of technological society, however in this book David Lewin argues that their ideas have remained limited either by their secular context, or by the narrow conception of religion that (...)
    Direct download  
     
    Export citation  
     
    Bookmark   4 citations  
  7.  54
    Philosophies of Digital Pedagogy.David Lewin & David Lundie - 2016 - Studies in Philosophy and Education 35 (3):235-240.
  8.  40
    Heidegger East and West: Philosophy as Educative Contemplation.David Lewin - 2015 - Journal of Philosophy of Education 49 (2):221-239.
    Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  9.  17
    Eastern Philosophies of Education: Buddhist, Hindu, Daoist, and Confucian Readings of Plato’s Cave.David Lewin & Oren Ergas - 2018 - In Paul Smeyers (ed.), International Handbook of Philosophy of Education. Springer. pp. 479-497.
    This chapter provides readers with an understanding of some basic principles of selected Eastern traditions and their relation to philosophy of education. The attempt to characterize such diverse traditions and understandings of education raises numerous hermeneutical issues which can only be addressed through a pedagogical reduction as a vehicle for understanding. In this case, we have employed Plato’s cave allegory as that methodological and pedagogical vehicle. We explore aspects of the ontology, epistemology, and ethics of Buddhist, Hindu, Daoist, and Confucian (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  10.  30
    The leap of learning.David Lewin - 2014 - Ethics and Education 9 (1):113-126.
    This article seeks to elaborate the step of epistemological affirmation that exists within every movement of learning. My epistemological method is rooted in philosophical hermeneutics in contrast to empirical or rationalist traditions. I argue that any movement of learning is based upon an entry into a hermeneutical circle: one is thrown into, or leaps into, an interpretation which in some sense has to be temporarily affirmed or adopted in order to be either absorbed and integrated, or overcome and rejected. I (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  11.  12
    Mystical theology and continental philosophy: interchange in the wake of God.David Lewin (ed.) - 2017 - New York: Routledge, Taylor & Francis Group.
    8. Eckhart's why and Heidegger's what: beyond subjectivistic thought to groundless ground -- I -- II -- III -- Notes -- 9. Meister Eckhart's speculative grammar: a foreshadowing of Heidegger's Der Satz vom Grund? -- A problem of expression -- Language in modism -- Spiral-vortex metaphor -- Concluding remarks -- Notes -- 10. Pay attention!: exploring contemplative pedagogies between Eckhart and Heidegger -- Paying attention -- The paradox of intention -- Intended attention -- Conclusion -- Notes -- PART IV: Re-readings (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  12.  11
    Representation and the Pedagogical Reduction of the World.David Lewin - 2017 - Philosophy of Education 73.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  13.  23
    The hermeneutics of religious understanding in a postsecular age.David Lewin - 2017 - Ethics and Education 12 (1):73-83.
    The argument of this article assumes that religious literacy is urgently needed in the present geopolitical context. Its urgency increases the more religion is viewed in opposition to criticality, as though religion entails an irrational and inviolable commitment, or leap of faith. This narrow view of religion is reinforced by certain rather dogmatic secular framings of religion, which require any and all forms of religious expression to be excluded from public life. Excluding religion from the public has the unfortunate effect (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  14.  11
    Religious influence and its protection.David Lewin - 2024 - Journal of Philosophy of Education 58 (1):128-135.
    John Tillson’s book Children, Religion and the Ethics of Influence addresses several themes: the ground and nature of ethical responsibility; the means and goals of ethical formative influence; the nature and ground of religious belief. In this article, I focus on the issue of justification for educational influence in general. Attention to this issue could avoid some intractable problems of specifically religious influence, most particularly the challenge of providing satisfactory criteria for what belongs to the category of religion. Whilst there (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  15.  17
    Introduction: Love and Desire in Education.David Aldridge & David Lewin - 2019 - Journal of Philosophy of Education 53 (3):457-459.
  16.  11
    Being as One’s Way.David Lewin - 2013 - Philosophy of Education 69:232-235.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  17. Concerning the Inspired Revelation of FJ Fétis.David Lewin - 1987 - Theoria 2:1-12.
     
    Export citation  
     
    Bookmark  
  18.  11
    Deliberative Religiosity: Practicing a Postsecular Philosophy of Education.David Lewin - 2016 - Philosophy of Education 72:450-452.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  19. East Asian Pedagogies.David Lewin & Karsten Kenklies (eds.) - 2020 - Springer.
    This book opens up philosophical spaces for comparative discussions of education across ‘East and West’. It develops an intercultural dialogue by exploring the Anglo-American traditions of educational trans-/formation and European constructions of Bildung, alongside East Asian traditions of trans-/formation and development. Comparatively little research has been done in this area, and many questions concerning the commensurability of North American, European and East Asian pedagogies remain. Despite this dearth of theoretical research, there is ample evidence of continued interest in (self-)formation through (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  20.  2
    Joint attention, the pedagogical relation and pedagogical tact in the age of digital education.David Lewin & Louis Waterman-Evans - forthcoming - Ethics and Education.
    This article aims to articulate the richness of the pedagogical relation and pedagogical tact in an age of the near ubiquitous presence of digital education. Drawing on Citton, we argue that there is an ecology of attentional influence that is pedagogically decisive. Our argument proceeds as follows: first, we introduce Citton’s theoretical frame; second, we examine the general conception of education that is established and articulated through the pedagogical relations between educator, student and world; third, we consider the concept of (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  21.  15
    Languages of Love: The Formative Power of Religious Language.David Lewin - 2019 - Journal of Philosophy of Education 53 (3):460-476.
  22. Musical Analysis as Stage Direction.David Lewin - 1992 - In Steven Paul Scher (ed.), Music and text: critical inquiries. New York: Cambridge University Press. pp. 163--76.
     
    Export citation  
     
    Bookmark  
  23.  53
    Martin Heidegger , The Phenomenology of Religious Life, trans. by Matthias Frisch and Jennifer Anna Gosetti-Ferencei . Reviewed by.David Lewin - 2013 - Philosophy in Review 33 (2):123-125.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  24.  14
    New perspectives in philosophy of education: ethics, politics and religion.David Lewin (ed.) - 2014 - New York: Bloomsbury Academic.
    New Perspectives in Philosophy of Education seeks to build a bridge between philosophical reflection and socio-political action by developing a range of critical discussions in the areas of ethics, politics and religion. This volume brings together established authorities and a new generation of scholars to ask whether philosophy of education can contribute to political and social discourse, or whether it is destined to remain the marginal gadfly of mainstream ideology. The philosophy of education stands in danger of becoming a neglected (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  25.  11
    Technology, Attention, and Education.David Lewin - 2015 - Philosophy of Education 71:312-320.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  26.  21
    (1 other version)Thinking about God in an Age of Technology. By George Pattison.David Lewin - 2007 - Heythrop Journal 48 (2):333-335.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  27.  29
    Technology and the Good Life.David Lewin - 2011 - Techné: Research in Philosophy and Technology 15 (2):82-95.
    This essay argues that a purely secular philosophy of technology omits an essential aspect of technical activity: the ultimate concern for which any action is undertaken. By way of an analysis of Borgmann and Hickman, I show that the philosophy of technology cannot articulate the nature of the good life without reference to an ultimacy beyond finite human goods. This paradoxically implies that human beings desire something infinite which they cannot name, a paradox that theologians have long understood in terms (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  28. (1 other version)The educational awareness of the future.David Lewin - 2022 - In Friedrich Schleiermacher (ed.), F.D.E. Schleiermacher's outlines of the art of education: a translation & discussion. New York: Peter Lang.
     
    Export citation  
     
    Bookmark  
  29.  1
    The power of exemplarity in religious education.David Lewin & Morten Timmermann Korsgaard - 2024 - Journal of Curriculum Studies 56 (3):327-338.
    Calls for reframing the subject matter of Religious Education in schools include the tricky question of how to select from a world of potentially interesting and relevant material. Pedagogues have long questioned the educational logic that takes so-called substantive knowledge as its starting point and imagines education to follow a linear path from simple to complex. Scholars of Religious Studies have addressed similar questions of how to bring the subject matter to life through taking a more disciplinary orientation, though this (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  30.  13
    From Ricoeur to Action: The Socio-Political Significance of Ricoeur’s Thinking.Todd S. Mei & David Lewin (eds.) - 2012 - Continuum.
    From Ricoeur to Action engages with the thinking of the French philosopher Paul Ricoeur in order to propose innovative responses to 21st-century problems actively contributing to global conflict. Ricoeur's ability to draw from a diverse field of philosophers and theologians and to provide mediation to seemingly irreconcilable views often has both explicit and implicit practical application to socio-political questions. Here an international team of leading Ricoeur scholars develop critical yet productive responses through the development of Ricoeur's thought with respect to (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  31.  31
    Review of Reconstructing ‘Education’ Through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy, Oren Ergas. [REVIEW]David Lewin - 2018 - Studies in Philosophy and Education 37 (3):315-321.
    This paper provides a review of Reconstructing ‘Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas’ bold inquiry, we are invited to attend and to see for ourselves by considering perspectives and (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark