By Glen Sherman
In higher education literature, theories of studying and improvement have principally been tailored from psychology to the exclusion of uncomplicated insights from philosophy. This quantity addresses the gaps in better education’s theoretical base created by means of this inattention to philosophy and displays at the value of the heritage of philosophy for the sphere of upper schooling. Key insights from phenomenological after which deconstructive philosophy are defined in an available and helpful method and woven right into a functional conception of the student-subject and its implications for studying and improvement. ultimately, narrative thought is brought at the side of those philosophical issues because the writer considers alternative routes of conceptualizing the coed, the student’s event, and the unification of the curricular, co-curricular, and extracurricular points of upper education.
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Refocusing the Self in Higher Education: A Phenomenological Perspective (Routledge Research in Higher Education) by Glen Sherman