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  1.  15
    Being a Stranger and the Strangeness of Being: Joseph Conrad’s ‘The Secret Sharer’ as an Allegory of Being in Education.Elias Schwieler - 2013 - Educational Philosophy and Theory 45 (4):409-419.
    Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...)
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  2.  25
    First Page Preview.Nesta Devine, John Freeman-Moir, Aidan Hobson, Ruyu Hung, Peter Roberts, Claudia Rozas Gomez, Elias Schwieler, Alan Scott & Richard Smith - 2013 - Educational Philosophy and Theory 45 (4):409-419.
    Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...)
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  3.  10
    Social Efficiency and Instrumentalism in Education: Critical Essays in Ontology, Phenomenology, and Philosophical Hermeneutics.Elias Schwieler - 2016 - Educational Philosophy and Theory 48 (5):527-531.
  4.  6
    Towards a Model of Teaching Disciplinary Boundaries - History with Literature and Literature with History: Theoretical Implications.Elias Schwieler & Stefan Ekecrantz - 2017 - Arts and Humanities in Higher Education 16 (2):141-155.
    In this article it is argued that students can gain a better understanding of both inter- and intra-disciplinary boundaries by inquiring into a single salient point where two disciplines may only partially intersect. Building on Marton's variation theory and Vygotsky's notion of articulation, a teaching model is presented and exemplified by disciplinary intersections regarding narration and narrativity in Literature and History. This is done specifically by investigating the theoretical implications of Shoshana Felman's notion of “key narratives” using William Faulkner's novel (...)
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