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van Manen, Max; Adams, Catherine – Educational Philosophy and Theory, 2009
In this paper we explore the phenomenon of writing online. We ask, "Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an off-line environment?" In writing online, the author is engaged in a spatial complexity of physical,…
Descriptors: Writing (Composition), Phenomenology, Internet, Writing Processes
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Adams, Catherine; van Manen, Max – College Quarterly, 2006
In this paper we discuss how online seminar participants experience dimensions of embodiment, virtual space, interpersonal relations, and temporality; and how interacting through reading-writing, by means of online technologies, creates conditions, situations, and actions of pedagogical influence and relational affectivities. We investigate what…
Descriptors: Seminars, Educational Change, Computer Mediated Communication, Interpersonal Relationship
van Manen, Max – 1977
This paper argues that the social studies curriculum should extend the concept of critical thinking to social criticism. The purpose of social criticism is to foster a society that is characterized by community, freedom, and equality. In essence, it raises the question of how to live. The social critic looks beyond the symptoms of a social problem…
Descriptors: Community, Concept Teaching, Conflict, Critical Thinking
Van Manen, Max – 1978
The paper provides a sketch of the development of phenomenological pedagogy as it has been represented in the Netherlands in the work of educators and psychologists at the Utrecht School. Phenomenology is the theory that behavior is determined by the interaction of personal experience with external reality. Proponents of the Utrecht School have…
Descriptors: Analytical Criticism, Behavior Patterns, Critical Thinking, Curriculum Evaluation
van Manen, Max – 1976
The notion of the practical as a language for curriculum and the concept of curriculum as the study of educational experience are investigated and elaborated for their methodological implications. It is shown philosophically and by means of concrete illustrations that different forms of curriculum enquiry produce different forms of discourse and…
Descriptors: Curriculum, Educational Theories, Elementary Secondary Education, Methods
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van Manen, Max – History and Social Science Teacher, 1985
Adults, especially parents and teachers, must show willingness to take responsibility for the world and thus generate firm faith in students, a hope and faith that life is worth living and the world is worth saving. Such hope and faith call for life commitment and work. (RM)
Descriptors: Educational Needs, Elementary Secondary Education, Futures (of Society), Parent Role
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Van Manen, Max – Curriculum Inquiry, 1982
Explores the meaning of pedagogy as something that lets an encounter, relationship, or a doing be pedagogic. Concludes with how phenomenology helps bring to light that which presents itself as pedagogy in adult relationships with children. (Author/JM)
Descriptors: Course Content, Curriculum, Education, Educational Theories
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Van Manen, Max – History and Social Science Teacher, 1980
Argues that the social studies curriculum should extend the concept of critical thinking to social criticism since competent citizenship implies the concept of the citizen as a social critic. The social critic investigates both the subconscious and systematically suppressed dimensions of society. (Author/KC)
Descriptors: Citizenship Education, Citizenship Responsibility, Educational Philosophy, Elementary Secondary Education
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Van Manen, Max – Canadian Journal of Education, 1979
The intent of this paper is to begin a reflective discussion of the phenomenology of pedagogic observation. In doing this it borrows extensively from Beets and draws attention to one aspect of phenomenological method: the function of "example" in phenomenological inquiry. (Author/SJL)
Descriptors: Children, Classroom Observation Techniques, Curriculum Design, Educational Theories
Van Manen, Max – Interchange on Educational Policy, 1978
This review of the work of M. J. Langeveld provides a picture of the philosophic context of social and intellectual thought that provided the instructional foundation of the Utrecht school. (MM)
Descriptors: Educational Philosophy, Educational Policy, Educational Theories, Foreign Countries
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van Manen, Max – History and Social Science Teacher, 1977
Specific activities are provided for secondary social studies teachers to use in the classroom to teach open mindedness. Students fill out questionnaires, read short hand outs, and are involved in classroom discussion. (Author/RM)
Descriptors: Bias, Class Activities, Critical Thinking, Dogmatism
van Manen, Max – Education Canada, 2002
This discussion of phenomenological research methods examines the importance of secrets in children's development of self-identity, autonomy, independence, and maturity; the experience of recognition in children and its relationship to teaching, learning, and child development; and Alzheimer's dementia and the relationship between memory and sense…
Descriptors: Alzheimers Disease, Child Development, Educational Philosophy, Learning Processes
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Van Manen, Max – Journal of Curriculum Studies, 1991
Discusses the relationship between reflection and action and its importance in teaching when time for reflection before decision making is rarely available. Describes anticipatory reflection, active or interactive reflection, recollective reflection, and mindfulness or tact. Emphasizes the importance of tact to teaching as the teacher develops…
Descriptors: Decision Making, Elementary Secondary Education, Interpersonal Competence, Intuition
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Van Manen, Max – Journal of Curriculum Studies, 2000
Explores the experiential subtleties of the moral vocabulary of case in terms of responsibilities to children as parents and educators. Finds that for many parents and teachers caring means worrying. Relates these "moral sensibilities" to the sense of pedagogical responsibility. (CMK)
Descriptors: Elementary Secondary Education, Ethics, Higher Education, Moral Values
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Van Manen, Max J. – Curriculum Inquiry, 1977
Epistemological analysis is used to further conceptions of the practical in curriculum endeavors. Employing a broad conception of knowledge, the practical is seen as having rich possibilities for dealing with significant curriculum issues. (Author/MLF)
Descriptors: Curriculum Development, Curriculum Evaluation, Educational Theories, Elementary Secondary Education
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