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Samuel D. Rocha [13]Samuel Rocha [6]
  1.  18
    School Lunch is Not a Meal: Posthuman Eating as Folk Phenomenology.Bradley Rowe & Samuel Rocha - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (6):482-496.
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  2.  38
    Review of Gert J.J. Biesta, The Beautiful Risk of Education. [REVIEW]Doris A. Santoro & Samuel D. Rocha - 2015 - Studies in Philosophy and Education 34 (4):413-418.
    In The Beautiful Risk of Education, Gert Biesta displays his gift for engaging generously with the thought of others to illuminate what makes education educational, that is, the value in maintaining the complexity and risk involved in a dialogic approach to education. As Biesta puts it, “[education] is therefore, again, a dialogical process. This makes the educational way the slow way, the difficult way, the frustrating way, and so we might say, the weak way” . Such a view of education (...)
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  3.  87
    Michel Foucault , Remarks on Marx: Conversations with Duccio Trombadori . Translated by R. James Goldstein and James Cascaito (New York: Semiotext(E), 1991), ISBN: 978-0936756332 & Michel Foucault , Power: Essential Works of Michel Foucault 1954-1984 . Translated by Robert Hurley (New York: The New Press, 2000), ISBN: 978-0140259575. [REVIEW]Samuel Rocha - 2009 - Foucault Studies 7:131-141.
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  4.  75
    Michael A. Peters and Tina (A.C.) Besley (Eds.) , Why Foucault? New Directions in Educational Research (New York: Peter Lang Publishing, 2007), ISBN: 978-0820478906. [REVIEW]Samuel Rocha - 2009 - Foucault Studies 7:144-147.
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  5.  58
    Review of Eduardo M. Duarte, Being and Learning: A Poetic Phenomenology of Education. [REVIEW]Samuel D. Rocha - 2013 - Studies in Philosophy and Education 32 (5):551-557.
  6.  3
    A Criterion of Scale and Quasi-Religion: A Reply to Tillson.Samuel D. Rocha - 2022 - Studies in Philosophy and Education 41 (1):131-133.
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  7. Ser Mais.Samuel D. Rocha - 2018 - Philosophy of Education 74:371-384.
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  8. The Humility of God, the Creator Who Educates.Samuel D. Rocha - 2018 - Philosophy of Education 74:734-738.
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  9. With Humanism Like This, Who Needs Posthumanism?Samuel D. Rocha - 2017 - Philosophy of Education 73:656-660.
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  10.  49
    Tragedy and the Meaning of School Shootings.Bryan R. Warnick, Benjamin A. Johnson & Samuel Rocha - 2010 - Educational Theory 60 (3):371-390.
    School shootings are traumatic events that cause a community to question itself, its values, and its educational systems. In this article Bryan Warnick, Benjamin Johnson, and Samuel Rocha explore the meanings of school shootings by examining three recent books on school violence. Topics that grow out of these books include how school shootings might be seen as ceremonial rituals, how schools come to be seen as appropriate places for shootings, and how advice to educators relating to school shootings might change (...)
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  11.  35
    Compulsory Schooling as Preventative Defense.Samuel D. Rocha - 2013 - Studies in Philosophy and Education 32 (6):613-621.
    The question whether compulsory schooling is justifiable or not has been treated at considerable length by critics, defenders, and positions in-between. What these treatments—about paternalism and autonomy and institutionalization and more—have not directly analyzed is a question that precedes the issue of overall justification: the preliminary question of time. Does it matter when compulsion takes place? Furthermore, does the timing of compulsion matter to the question of overall justification? I will argue that it does matter, but for reasons not directly (...)
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  12.  27
    Reply to Lewis: Must Poetry Be Poetic?Samuel Rocha - 2017 - Studies in Philosophy and Education 36 (1):113-114.
  13.  26
    Latinos in America. By Jorge J. E. Gracia.Samuel D. Rocha - 2011 - Journal of Philosophy of Education 45 (3):581-583.
  14.  5
    Returning to the End Times? Towards an Apocalyptic Education?Samuel D. Rocha - 2020 - Educational Philosophy and Theory 52 (8):846-847.
    Volume 52, Issue 8, July 2020, Page 846-847.
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  15.  20
    Heidegger's Philosophic Pedagogy – By M. Ehrmantraut.Samuel D. Rocha - 2012 - Educational Philosophy and Theory 44 (5):568-570.
  16. Who Gets to Be a Philosopher? Dewey, Democracy & Philosophical Identity.Samuel D. Rocha - 2012 - Philosophical Studies in Education 43:62 - 72.
     
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  17.  31
    A Return to Love in William James and Jean‐Luc Marion.Samuel Rocha - 2009 - Educational Theory 59 (5):579-588.
    : In this essay Samuel Rocha primarily addresses, and challenges, the modern conception of reason and the lowly place of intuition, feeling, and love in what has become traditional philosophy and education. Drawing upon the rich thought of William James and Jean‐Luc Marion, Rocha introduces the reader to a certain harmony between their ideas, most evident in their mutual appeal to philosophy to return to a broader understanding of reason that celebrates the role of intuition and, above all, love. Rocha (...)
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