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Contribution to Book
The Potentiality of Authenticity in Becoming a Teacher
Exploring Education Through Phenomenology: Diverse approaches
  • Angus Brook, University of Notre Dame Australia
Document Type
Book Chapter
Publication Date
1-1-2009
Abstract
This chapter arises out of the transition from a PhD thesis on Heidegger’s phenomenology to my attempts to come to terms with ‘becoming a teacher’. The chapter will contain two avenues of exploration; the first providing an interpretation of the phenomenon of education in Heideggerian terms, the second attempting to show how Heidegger’s phenomenology might be constituted as a lived experience of teaching. The general aim of this chapter, as such, is to move from a purely theoretical Heideggerian exposition of the phenomenon of education to a way of applying this exposition to the practices of teaching.
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Citation Information

Brook, A. (2009). The potentiality of authenticity in becoming a teacher. In G. Dall’Alba (Ed.), Exploring education through phenomenology: Diverse approaches (Ch 6). Oxford, Wiley-Blackwell.