This book explores how contemporary educational research and curriculum occlude the vital and enduring relationship between education and well-being. Beginning with the consequences of the reductive tendencies of educational research and moving through the consequences of the technical and instrumental tendencies of curriculum, this book challenges how contemporary education as a whole reduces human beings to things and funnels them according to predetermined knowledge forms representative of the dominant socioeconomic ideology. Through a philosophical exploration of original conceptions of education and well-being, this book attempts to recover an understanding of education that embodies how we learn to uncover and relate to our own possibilities for a more meaningful life which is a life of well-being.
Chapter One- The Privileging of Epistemology over Ontology in Educational Research and its Ontological Consequences
Chapter Two- The Reduction of Education To Curriculum as Techne and its Ontological Consequences
Chapter Three- A Poeticizing Phenomenology of Education and Well-being
Chapter Four- Curriculum and the Reduction of Temporality to Time and its Ontological Consequences
Matthew D. Dewar earned his MEd in Curriculum and Instruction for Health and Wellness Education and a PhD in Curriculum Theory and Philosophy of Education from the National College of Education at National Louis University, USA. Dewar has been featured on TEDx and Wisconsin Public Radio. He currently teaches at Lake Forest High School in Lake Forest, IL, USA.
This book explores how contemporary educational research and curriculum occlude the vital and enduring relationship between education and well-being. Beginning with the consequences of the redul+
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