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Samuel D. Rocha [29]Samuel Rocha [4]
  1.  17
    Folk phenomenology: education, study, and the human person.Samuel D. Rocha - 2015 - Eugene, Oregon: Pickwick Publications. Edited by William F. Pinar & Eduardo Manuel Duarte.
    Folk is an analog foundation in a digital world. Phenomenology is a big word about a small, impossible task: trying to imagine the real. This book describes this task in relation to its foundation. Most of all, 'Folk phenomenology' is a defense of the integrity and sufficiency of art--thinking, feeling, living, dying. In short, being in love."--Back cover.
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  2.  36
    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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  3. History and philosophy as "pre qualitative" educational research.Samuel D. Rocha - 2017 - In Antoinette Errante, Jackie M. Blount & Bruce A. Kimball (eds.), Philosophy and history of education: diverse perspectives on their value and relationship. Lanham, Maryland: Rowman & Littlefield.
     
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  4.  17
    Peace and Philosophical Disarmament.Samuel D. Rocha - 2023 - Studies in Philosophy and Education 43 (1):121-122.
  5.  7
    Erotic Study: Fortune, Baby-Talk, and Jazz.Samuel D. Rocha - 2012 - Philosophy of Education 68:63-71.
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  6.  25
    Dialectical Negations, Absolute Affirmation.Samuel D. Rocha - 2022 - Studies in Philosophy and Education 41 (4):493-496.
  7.  21
    Obedience.Samuel D. Rocha - 2022 - Journal of Philosophy of Education 56 (4):627-636.
    This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche. Eds: This paper forms part of a special issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and (...)
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  8.  16
    A Phenomenology of Utterance and Prophetic Teaching in the Threshold.Adi Burton & Samuel D. Rocha - 2021 - Journal for Continental Philosophy of Religion 3 (2):144-163.
    In this essay, the authors explore the phenomenon of utterance we find in speech and teaching. Jean-Luc Marion’s third phenomenological reduction serves as a methodological foundation for this exploration which moves through Biblical literature and autobiography – both centred on the story of the election of Samuel – before leading into a meditation on the Call of and Response to the Other. The Call and Response guide the essay to a theory of prophetic teaching emerging within its phenomenology of utterance (...)
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  9.  21
    A Criterion of Scale and Quasi-Religion: A Reply to Tillson.Samuel D. Rocha - 2021 - Studies in Philosophy and Education 41 (1):131-133.
  10.  12
    A primer for philosophy and education.Samuel D. Rocha - 2014 - Eugene, Oregon: Cascade Books.
    "Sam Rocha's primer reminds me of a French adage: la philo descends dans la rue--philosophy comes to the street. Rocha's little book can be read and talked about, with profit, on the street, in the home, in the school, in the garden, anywhere the human heart beats and the human mind thinks." --David T. Hansen, Weinburg Professor in the History and Philosophy of Education, Teachers College Columbia University "Rocha gives us a compelling experience of first-hand philosophizing, in which the ordinary (...)
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  11.  66
    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.  38
    Heidegger's Philosophic Pedagogy – By M. Ehrmantraut.Samuel D. Rocha - 2012 - Educational Philosophy and Theory 44 (5):568-570.
  13.  6
    Incarnate Reading: A Cerebralist, Cows, Cannibals and Back Again.Samuel D. Rocha - 2013 - Philosophy of Education 69:120-128.
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  14.  51
    Latinos in America. By Jorge J. E. Gracia.Samuel D. Rocha - 2011 - Journal of Philosophy of Education 45 (3):581-583.
  15.  8
    Lines of Tension, Rays of Light: An Autotheography.Samuel D. Rocha - 2015 - Philosophy of Education 71:58-66.
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  16.  18
    Philosophical research in education: an introduction to a phenomenological approach to the philosophical study of education.Samuel D. Rocha - 2023 - Boston: Brill.
    Is there room for philosophy in educational research? Is there phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods for phenomenology within the field of philosophy of education? These talks to educational scholars and researchers responds to these questions and appeals for place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a genealogy of thought and frequent (...)
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  17.  6
    Political Theology and Teacher Authority: A Trinitarian Alternative?Samuel D. Rocha - 2016 - Philosophy of Education 72:453-460.
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  18.  35
    Reply to Lewis: Must Poetry be Poetic?Samuel D. Rocha - 2016 - Studies in Philosophy and Education 36 (1):113-114.
  19.  18
    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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  20.  9
    Ser Mais.Samuel D. Rocha - 2018 - Philosophy of Education 74:371-384.
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  21. Thought and study : the rigor of having an idea.Samuel D. Rocha & Daniel J. Clegg - 2017 - In Claudia Ruitenberg (ed.), Reconceptualizing study in educational discourse and practice. New York: Routledge, Taylor & Francis Group.
     
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  22.  8
    The Humility of God, the Creator Who Educates.Samuel D. Rocha - 2018 - Philosophy of Education 74:734-738.
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  23.  6
    Transcending “Transcendence”: From Freedom to Fidelity, from Adios to A Dios.Samuel D. Rocha - 2011 - Philosophy of Education 67:366-368.
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  24. 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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  25.  5
    With Humanism Like This, Who Needs Posthumanism?Samuel D. Rocha - 2017 - Philosophy of Education 73:656-660.
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  26.  10
    Emersonian Identity and the Oneness of Educational Relations.Bradley Rowe & Samuel D. Rocha - 2019 - Philosophy of Education 75:224-236.
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  27.  29
    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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  28.  69
    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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  29. 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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  30.  90
    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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  31.  74
    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.