Samuel D Rocha
Biographic Data
| ID | 5136134 |
|---|---|
| NAME | Samuel D Rocha |
| GIVEN NAMES | Samuel D |
| FAMILY NAME | Rocha |
| SIGNATURE | ROCHA S D |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0009-0000-4987-5244 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Peace and Philosophical Disarmament
How Sweet the Ground: The Metaphysical Vision of Michael Marker
Through this essay, Rocha seeks to describe and honour Michael Marker’s signature notion of the “metaphysical demand” within his more well-known historical and anthropological work on the agentic notion of place. The essay begins by noting the difficulty of this essay due to the “unwritability” of Marker, in allusion to Mellvile’s character, Bartleby, and Garcia Marquez’ssense of Latin America’s solitude. Then, after hermeneutic clarifications th…
A Relação Entre O Envolvimento Familiar E Resultados Educacionais E Comportamentais De Estudantes De Escolas Públicas Do Recife
Estudos anteriores sugerem que há benefícios acadêmicos e melhorias socioeducativas e comportamentais quando a família de um aluno está diretamente envolvida em sua vida escolar, seja pai, mãe ou outros responsáveis. Neste artigo obtivemos estimativas de mudança de desempenho em alunos do 6o e 7o ano da Rede Pública do Recife, ao serem acompanhados diretamente por seus familiares e responsáveis em diversas atividades, com dados colhidos da Pesqui…
Obedience
This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche. Eds: This paper forms part of a special issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in e…
Dialectical Negations, Absolute Affirmation
A Criterion of Scale and Quasi-Religion: A Reply to Tillson
The Syllabus as Curriculum: A Reconceptualist Approach
Can the syllabus constitute the curriculum? In this volume, Rocha explores curriculum theory through the lens of the syllabus. By critiquing curriculum studies and the entire field of education, overrun by the social sciences, Rocha provides an integrated vision of philosophy of education and curriculum theory, rooted in the humanities. Through an original reconceptualization, this text draws from a broad range of sources – ranging from Classical…
“If You Wanna Play the Saxophone”: A Review of Troubling Method: Narrative Research as Being by Petra Munro Hendry, Roland W. Mitchell, and Paul William Eaton (2018)
This review presents a diagnostic and descriptive overview of Troubling Method. The review ends by comparing two parables to the general spirit of the book and, by extension, to the field of curriculum studies. This final comparison, along with its preceding confessions, make an appeal of a humanities driven approach to curriculum theory and scholarship in education
Critical Social Theory
Method as Method: A Play in Three Acts
The authors present a play in three acts that we hope speaks for itself on some level. While we recognize that context is important, we do believe in the power in audience interpretation of a work of art. For more information, please refer to the prologue
Returning to the end times? Towards an apocalyptic education
Reply to Lewis: Must Poetry be Poetic
Education as Mystery: The enchanting hope of desire
In this article, Samuel D. Rocha uses Martin Heidegger’s later writings to compose a philosophical meditation on the phenomenology of education. Three key distinctions emerge: the difference between philosophy and philosophers, being and meaning, and education and the Gospel of Schoolvation
Untimely Phenomenological Research: Introduction to Heidegger and Education
School Lunch is Not a Meal: Posthuman Eating as Folk Phenomenology
School lunch is one of the least critiqued aspects of compulsory schooling. As a result, there may be a tendency to think of school lunch as part of the hidden curriculum, but what and how students eat are evident and ubiquitous parts of the schooling experience. In demarcating the school lunch as an overt educational event, this article attempts to tell a story behind the centerpiece of that event: meat. We hope to add to the small yet growing b…
Compulsory Schooling as Preventative Defense
Heidegger's Philosophic Pedagogy – By M. Ehrmantraut
(2012). Heidegger's Philosophic Pedagogy – By M. Ehrmantraut. Educational Philosophy and Theory: Vol. 44, No. 5, pp. 568-570
School Lunch is Not a Meal: Posthuman Eating as Folk Phenomenology
School lunch is one of the least critiqued aspects of compulsory schooling. As a result, there may be a tendency to think of school lunch as part of the hidden curriculum, but what and how students eat are evident and ubiquitous parts of the schooling experience. In demarcating the school lunch as an overt educational event, this article attempts to tell a story behind the centerpiece of that event: meat. We hope to add to the small yet growing b…
Heidegger's Philosophic Pedagogy – By M. Ehrmantraut
(2012). Heidegger's Philosophic Pedagogy – By M. Ehrmantraut. Educational Philosophy and Theory: Vol. 44, No. 5, pp. 568-570
Compulsory Schooling as Preventative Defense
School Lunch is Not a Meal: Posthuman Eating as Folk Phenomenology
School lunch is one of the least critiqued aspects of compulsory schooling. As a result, there may be a tendency to think of school lunch as part of the hidden curriculum, but what and how students eat are evident and ubiquitous parts of the schooling experience. In demarcating the school lunch as an overt educational event, this article attempts to tell a story behind the centerpiece of that event: meat. We hope to add to the small yet growing b…
Education as Mystery: The enchanting hope of desire
In this article, Samuel D. Rocha uses Martin Heidegger’s later writings to compose a philosophical meditation on the phenomenology of education. Three key distinctions emerge: the difference between philosophy and philosophers, being and meaning, and education and the Gospel of Schoolvation
Untimely Phenomenological Research: Introduction to Heidegger and Education
Reply to Lewis: Must Poetry be Poetic
The Syllabus as Curriculum: A Reconceptualist Approach
Can the syllabus constitute the curriculum? In this volume, Rocha explores curriculum theory through the lens of the syllabus. By critiquing curriculum studies and the entire field of education, overrun by the social sciences, Rocha provides an integrated vision of philosophy of education and curriculum theory, rooted in the humanities. Through an original reconceptualization, this text draws from a broad range of sources – ranging from Classical…
“If You Wanna Play the Saxophone”: A Review of Troubling Method: Narrative Research as Being by Petra Munro Hendry, Roland W. Mitchell, and Paul William Eaton (2018)
This review presents a diagnostic and descriptive overview of Troubling Method. The review ends by comparing two parables to the general spirit of the book and, by extension, to the field of curriculum studies. This final comparison, along with its preceding confessions, make an appeal of a humanities driven approach to curriculum theory and scholarship in education
Critical Social Theory
Method as Method: A Play in Three Acts
The authors present a play in three acts that we hope speaks for itself on some level. While we recognize that context is important, we do believe in the power in audience interpretation of a work of art. For more information, please refer to the prologue
Returning to the end times? Towards an apocalyptic education
A Criterion of Scale and Quasi-Religion: A Reply to Tillson
Obedience
This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche. Eds: This paper forms part of a special issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in e…
Dialectical Negations, Absolute Affirmation
How Sweet the Ground: The Metaphysical Vision of Michael Marker
Through this essay, Rocha seeks to describe and honour Michael Marker’s signature notion of the “metaphysical demand” within his more well-known historical and anthropological work on the agentic notion of place. The essay begins by noting the difficulty of this essay due to the “unwritability” of Marker, in allusion to Mellvile’s character, Bartleby, and Garcia Marquez’ssense of Latin America’s solitude. Then, after hermeneutic clarifications th…
A Relação Entre O Envolvimento Familiar E Resultados Educacionais E Comportamentais De Estudantes De Escolas Públicas Do Recife
Estudos anteriores sugerem que há benefícios acadêmicos e melhorias socioeducativas e comportamentais quando a família de um aluno está diretamente envolvida em sua vida escolar, seja pai, mãe ou outros responsáveis. Neste artigo obtivemos estimativas de mudança de desempenho em alunos do 6o e 7o ano da Rede Pública do Recife, ao serem acompanhados diretamente por seus familiares e responsáveis em diversas atividades, com dados colhidos da Pesqui…
Peace and Philosophical Disarmament
Philosophy (13 works) · Sociology (13 works) · Epistemology (12 works) · Philosophy (12 works) · Psychology (10 works) · Higher education (9 works) · Philosophy of education (9 works) · Law (8 works) · Political science (8 works) · Law (7 works)