Leena Kakkori
Biographic Data
| ID | 5397925 |
|---|---|
| NAME | Leena Kakkori |
| GIVEN NAMES | Leena |
| FAMILY NAME | Kakkori |
| SIGNATURE | KAKKORI L |
| AFFILIATIONS | University of Jyväskylä |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Heidegger’s critique of the technology and the educational ecological imperative
It is clear that we have to do something in our time concerning global warming yet before we can actually change the world, we must first understand our world. According to Heidegger, technology itself is not good or bad, but the problem is, that technological thinking (calculative thinking) has become the only form of thinking. Heidegger saw that the essence of technology nowadays is enframing - Ge-stell, which means that everything in nature is…
Heidegger's Theory of Truth and its Importance for the Quality of Qualitative Research
When reliability and validity were introduced as validation criteria for empirical research in the human sciences, quantitative research methods prevailed, and theory of science relied on neopositivism (Vienna Circle) or postpositivism (scientific realism). Within this worldview, notions of reliability and validity as criteria of scientific goodness were introduced. Reliability and validity were associated with the correspondence theory of truth,…
Postmodern as secularization in philosophy of education
Postmodern as secularization in philosophy of education." Educational Philosophy and Theory, 50(14), pp. 1626–1627
Education and the Concept of Time
As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It flattens our view of human life …
The Sartre‐Heidegger Controversy on Humanism and the Concept of Man in Education
Jean‐Paul Sartre claims in his 1945 lecture 'Existentialism is a Humanism' that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's 'spiritual master' Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human be…
Education and the Concept of Time
As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It flattens our view of human life …
The Sartre‐Heidegger Controversy on Humanism and the Concept of Man in Education
Jean‐Paul Sartre claims in his 1945 lecture 'Existentialism is a Humanism' that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's 'spiritual master' Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human be…
Heidegger’s critique of the technology and the educational ecological imperative
It is clear that we have to do something in our time concerning global warming yet before we can actually change the world, we must first understand our world. According to Heidegger, technology itself is not good or bad, but the problem is, that technological thinking (calculative thinking) has become the only form of thinking. Heidegger saw that the essence of technology nowadays is enframing - Ge-stell, which means that everything in nature is…
Heidegger's Theory of Truth and its Importance for the Quality of Qualitative Research
When reliability and validity were introduced as validation criteria for empirical research in the human sciences, quantitative research methods prevailed, and theory of science relied on neopositivism (Vienna Circle) or postpositivism (scientific realism). Within this worldview, notions of reliability and validity as criteria of scientific goodness were introduced. Reliability and validity were associated with the correspondence theory of truth,…
The Sartre‐Heidegger Controversy on Humanism and the Concept of Man in Education
Jean‐Paul Sartre claims in his 1945 lecture 'Existentialism is a Humanism' that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's 'spiritual master' Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human be…
Education and the Concept of Time
As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It flattens our view of human life …
Postmodern as secularization in philosophy of education
Postmodern as secularization in philosophy of education." Educational Philosophy and Theory, 50(14), pp. 1626–1627
Heidegger's Theory of Truth and its Importance for the Quality of Qualitative Research
When reliability and validity were introduced as validation criteria for empirical research in the human sciences, quantitative research methods prevailed, and theory of science relied on neopositivism (Vienna Circle) or postpositivism (scientific realism). Within this worldview, notions of reliability and validity as criteria of scientific goodness were introduced. Reliability and validity were associated with the correspondence theory of truth,…
Heidegger’s critique of the technology and the educational ecological imperative
It is clear that we have to do something in our time concerning global warming yet before we can actually change the world, we must first understand our world. According to Heidegger, technology itself is not good or bad, but the problem is, that technological thinking (calculative thinking) has become the only form of thinking. Heidegger saw that the essence of technology nowadays is enframing - Ge-stell, which means that everything in nature is…
Epistemology (5 works) · Philosophy (5 works) · Philosophy (5 works) · Sociology (4 works) · Computer Science (2 works) · Law (2 works) · Law (2 works) · Phenomenology and Existential Philosophy (2 works) · Philosophy, Ethics, and Existentialism (2 works) · Postmodernism (2 works)