1,720,991 research outputs found
Van Manen, Max, Edifying Theory, Serving the Good, Theory into Practice, 21 (Winter, 1982), 44-49.
No full textSets forth curriculum theory that edifies children through teachers\u27 lives
Van Manen, Max, Phenomenological Pedagogy, Curriculum Inquiry, 12(Fall, 1982), 282-299.*
No full textExplicates a form of pedagogic competence that accounts for understanding the experiences of children and explains how phenomenological methods of research can elicit this understanding
Van Manen, Max, Practicing Phenomenological Writing, Phenomenology+Pedagogy, 2(No. 1, 1984), 36-69.*
No full textGives process through which one may write up phenomenological research
Van Manen, Max, The Phenomenology of Pedagogic Observation, Canadian Journal of Education, 4(March, 1979), 5-16.*
No full textDescribes how phenomenological descriptions are constructed
Van Manen, Max, Beyond Assumptions: Shifting the Limits of Action Research, Theory Into Practice, 29(Summer, 1990), 152-158.
No full textAnalyzes assumptions frequently found in doing action research and outlines the functions of pedagogical thought and action
Van Manen, Max, Objective Inquiry Into Structures of Subjectivity, The Journal of Curriculum Theorizing, 1(Winter, 1979), 44-64.*
No full textDemonstrates the use of situation analysis of life-world phenomena and implications for curriculum and teaching
Van Manen, Max, Reconceptionalist Curriculum Thought: A Review of Recent Literature, Curriculum Inquiry, 8(Winter, 1978), 365-375.*
No full textTakes a hard look at four books written by curriculum reconceptualists
Van Manen, Max, Linking Ways of Knowing with Ways of Being Practical, Curriculum Inquiry, 6(No. 3, 1977), 205-228.*
No full textDiscusses the practical as effective control, as communicative understanding, and as critical reflection; lays out forms of knowledge related to each conception
Van Manen, Max, An Experiment in Educational Theorizing: The Utrecht School, Interchange, 10(No. 1, 1978/1979), 48-66.
No full textDescribes the contributions of the Utrecht School of theorizing in education and their use in the curriculum field
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