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Oxford Review of Education Volume 48, 2022 - Issue 5

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Research Article

Contemporary education and guiding pedagogical principals: the prospects for an embodied and intersubjective interpretation of phenomenology

Malcolm Thorburna Moray House School of Education & Sport, College of Humanities and Social Sciences, University of Edinburgh, Edinburgh, UKCorrespondence[email protected]

https://orcid.org/0000-0001-6738-6583 View further author information

Steven A. Stolzb Faculty of Arts, University of Adelaide, Adelaide, Australia

https://orcid.org/0000-0001-5900-0329 View further author information

Pages 659-674 | Published online: 19 Dec 2021

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https://doi.org/10.1080/03054985.2021.2006171
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Citations (4)

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Read on this site (2)

Birgit Schaffar & Lili-Ann Wolff. (2024) Phenomenon-based learning in Finland: a critical overview of its historical and philosophical roots . Cogent Education 11:1.
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Matt O’Leary. (2022) Rethinking teachers’ professional learning through unseen observation. Professional Development in Education 0:0, pages 1-14.
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Articles from other publishers (2)

Laura Colucci-Gray. (2023) Gesturing in plain sight: dialogical enactments of sustainable futures as being and doing in the world. Cultural Studies of Science Education 18:4, pages 1101-1116.
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Malcolm Thorburn & Steven A. Stolz. (2023) Where Merleau-Ponty Meets Dewey: Habit, Embodiment, and Education. Studies in Philosophy and Education 42:6, pages 599-615.
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