Abstract
Abstract This paper explores an educational philosophy centred around the notion of ‘dwelling’. Building on the analysis of Heidegger, Roth, Dewey, Emerson, and Haraway, the paper reflects on how ‘dwelling’ foregrounds a certain quality of engagement with the present as the focal point of educational theory and practice. To this end, it considers how the concept of ‘dwelling’ can contribute to the development of present-oriented theoretical perspectives in education. In particular, the paper seeks to explore the potential of ‘dwelling’ to offer a non-individualistic notion of ‘being present’ in the context of education, with special emphasis on the question of how ‘being present’ might be understood in community with others who are fundamentally different from us. Additionally, drawing from Roth’s example of a science education oriented towards ‘rooting’, and Murdoch’s thinking around ‘unselfing’ through aesthetic experience, the paper contemplates how ‘dwelling’ might be cultivated in and through education.
Published Version
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