Phenomenological insights for the classroom

1. Auflage 2025
ISBN: 978-3-0343-5528-5
Verlag: Peter Lang

Buch, Englisch, Band 67, 202 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 301 g

Reihe: Complicated Conversation

In an era dominated by technological advancement and standardization, phenomenology offers crucial insights into teacher and learner experiences. This book explores how phenomenological perspectives can transform educational understanding, particularly in African contexts. The contributors examine phenomenology’s intersection with various educational dimensions, from music to artificial intelligence. Moving beyond empiricist-rationalist frameworks, they illuminate lived experiences in educational settings, revealing hidden classroom dynamics and offering fresh perspectives on challenges.
The work combines theory with practice, addressing positionality, AI’s impact, and institutional transformation, with a focus on African education’s unique challenges. It reconceptualizes education as an ‘act of care’ while acknowledging historical influences and proposing pathways to transformation This accessible text bridges philosophical depth with practical insights for teachers, postgraduate students and researchers, contributing to global discourse on authenticity and technology in education.

Autoren/Hrsg.

Koopman, Oscar

Koopman, Karen

Weitere Mitwirkende

Koopman, Oscar

Koopman, Karen

Über Autor(innen)

Dr Oscar Koopman is a Senior Lecturer in the Faculty of Education at Stellenbosch University, where his research focuses on curriculum studies and science education through a phenomenological lens. His scholarly work spans both national and international publications, contributing significantly to educational discourse in South Africa and beyond.
Dr Karen J. Koopman serves as Senior Lecturer in the Faculty of Education at the University of the Western Cape. Her research integrates phenomenological approaches with commerce education, offering unique insights into teaching and learning. Her work advances phenomenological perspectives while challenging traditional educational paradigms.