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Extending Gadamer’s Corrective: No Child Left Behind and Hermeneutic ConversationPhilosophy of Education 60 150-153. 2004.
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1Ascetic Practice and Teaching as Service: A Feminist ViewPhilosophy of Education 63 356-358. 2007.
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7Between Memory and Différance: (radically) understanding the otherEducational Philosophy and Theory 31 (2): 225-229. 1999.
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59Pulled up short: Challenging self-understanding as a focus of teaching and learningJournal of Philosophy of Education 37 (2). 2003.Much light has been shed on important features of teaching and learning by Alasdair MacIntyre's writings. Yet there are experiences that are crucial to teaching and learning that are unaddressed in MacIntyre's arguments; experiences that reveal education as a distinctive kind of practice. This paper examines one kind of such experience: an experience I call ‘being pulled up short’. Drawing on the work of Hans-Georg Gadamer and Gerald L. Bruns, I analyse an example of teaching King Lear to argue …Read more
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16Between memory and différance: (Radically) understanding the otherEducational Philosophy and Theory 31 (2). 1999.
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4Pulled Up Short: Challenging Self-Understanding as a Focus of Teaching and LearningJournal of Philosophy of Education 37 (2): 293-308. 2003.Much light has been shed on important features of teaching and learning by Alasdair MacIntyre’s writings. Yet there are experiences that are crucial to teaching and learning that are unaddressed in MacIntyre’s arguments; experiences that reveal education as a distinctive kind of practice. This paper examines one kind of such experience: an experience I call ‘being pulled up short’. Drawing on the work of Hans-Georg Gadamer and Gerald L. Bruns, I analyse an example of teaching King Lear to argue …Read more
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18Aesthetic Experience and Education: Themes and QuestionsThe Journal of Aesthetic Education 39 (2): 88-96. 2005.In lieu of an abstract, here is a brief excerpt of the content:Aesthetic Experience and Education:Themes and QuestionsDeborah Kerdeman"Being with" music. Attentive responsiveness in teaching. Scholarly learning as engagement with beauty. Three evocative images of aesthetic experience come to light in the essays by Custodero, Hansen, and Neumann. From the musical play of children conducting imaginary orchestras to the vocational aspirations of adults who gaze through telescopes or study paintings…Read more
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13Preparing Educational Researchers: The Role of Self‐DoubtEducational Theory 65 (6): 719-738. 2015.Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self-doubt for students. Neither scholar is entirely convinced that self-doubt is educationally productive. Drawing on Hans-Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self-doubt that Metz and Lesko assume…Read more
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25Aesthetic experience and education: Themes and questionsJournal of Aesthetic Education 39 (2): 88-96. 2005.In lieu of an abstract, here is a brief excerpt of the content:Aesthetic Experience and Education:Themes and QuestionsDeborah Kerdeman"Being with" music. Attentive responsiveness in teaching. Scholarly learning as engagement with beauty. Three evocative images of aesthetic experience come to light in the essays by Custodero, Hansen, and Neumann. From the musical play of children conducting imaginary orchestras to the vocational aspirations of adults who gaze through telescopes or study paintings…Read more
Seattle, Washington, United States of America
Areas of Interest
Applied Ethics |
Social and Political Philosophy |
Continental Philosophy |