David T Hansen
Dados Biográficos
| ID | 209596 |
|---|---|
| NOME | David T Hansen |
| PRENOMES | David T |
| SOBRENOME | Hansen |
| ASSINATURA | HANSEN D T |
| AFILIAÇÕES | Columbia University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAÇÕES | 66 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1989 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 6 |
Bearing Witness to Teaching and Teachers
Background/Context: In this article, we elucidate the meaning and value of a mode of inquiry we call “bearing witness.” These words are frequently heard in educational and public discourse. They sometimes serve as a stand-in for awareness and concern regarding trauma or constitute a shorthand for the tasks of journalism (e.g., “eyewitness news”). However, conceptualizations of what bearing witness entails are rare. We provide a detailed account o…
Educational research and the ongoing quest for justice
In this unique volume, Wiel Veugelers provides a critical overview of research he has undertaken in the field of moral and citizenship education over the past twenty-five years. The watchword is ‘critical’. Veugelers has not simply thrown together a set of previously published works. Rather, he applies a three-part critical lens to each entry, which can be summarized as follows: (1) why he composed the article in the first place, (2) how the arti…
“Being With” as the Center and Circumference of Teaching
In this article, David Hansen works with two conceptions of “being with.” The first is Jean‐Luc Nancy's ontological version as found in his Being Singular Plural (1999). The second is Hansen's ontic formulation as expressed in his recent book, Reimagining the Call to Teach: A Witness to Teachers and Teaching (2021). Nancy's notion is ethical as well as ontological. It constitutes a vision of human being qua being and is formulated in critical jux…
The call to teach and the ethics of care
This philosophical and field-based article draws together two conceptions of teaching that have not been linked, as yet, in the scholarly literature: teaching as a calling or vocation, and teaching as the enactment of care ethics. We draw upon Hansen’s extensive work on calling and juxtapose it with Quek’s recent work on care ethics in teaching. While differences exist between the concepts calling and caring, with respect to the work of a teacher…
Prospects for the Call to Teach Today
What Renders a Witness Trustworthy? Ethical and Curricular Notes on a Mode of Educational Inquiry
The call to teach in contemporary educational thought and practice
Philosophy's Voices in Teaching, and Teachers' Voices in Philosophy
In this article, David T. Hansen addresses a two‐year‐long philosophical conversation he initiated with a group of dedicated public school teachers who work in a metropolitan setting. The conversation was part of a larger inquiry pivoting around the questions of what it means to be a person in the world today, and what it means to be a person in the role of teacher. Hansen describes the character of the conversation, including its difficult momen…
Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education
Background/Context This article introduces the special issue on reimagining research and practice at the crossroads of philosophy, teaching, and teacher education. The authors provide an overview of previous research at this “crossroads” and describe how the special issue collaborators have sought to chart fresh ground in light of current practical and policy challenges that teachers and teacher educators face. Purpose/Focus of Study The project …
Philosophy of education in a new key
This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps
Music Education as a Mirror to Humane Education
Fusing Philosophy and Fieldwork in a Study of Being a Person in the World
Cosmopolitanism as Cultural Creativity
Cosmopolitanism is an ancient idea that is enjoying a critical renaissance today. Scholars across the humanities and social sciences have been examining the meanings and historical trajectories of
On Dwelling in the World
Chasing Butterflies Without a Net
Education, Values, and Valuing in Cosmopolitan Perspective
In this article we describe a cosmopolitan orientation toward the place of values in human life. We argue that a cosmopolitan outlook can assist people in engaging the challenges of being thrown together with others whose roots, traditions, and inheritances differ. We show that cosmopolitanism implies neither an elite nor an aloof posture toward human affairs. On the contrary, the concept illuminates how people everywhere can retain individual an…
A Poetics of Teaching
The moral environment in an inner-city boys’ high school
Dewey’s Conception of an Environment for Teaching and Learning
In this article, I examine the main contours of John Dewey’s conception of an environment for teaching and learning. I show how his conception derives from two components of his philosophical anthropology: (1) his understanding of the nature of a growing self, and (2) his view of how human beings influence one another. With this background in place, I examine why Dewey argues that an environment for teaching and learning should be what he calls “…
The moral is in the practice
Finding one's way home
Ethnographic Inquiries into the Moral Complexity of Classroom Interaction
The Horizons of the Moral
David Bloome appreciates a major theme of my article, that moral education can be seen as an ongoing process in the classroom rather than as a formal program added to the curriculum. His own views on the matter are provocative. In metaphorical terms, however, his response to my article is a case of taking the pianist to task for not playing the cello. He is an accomplished cultural analyst who does not find enough culture and society in my articl…
From Role to Person
In this article, I identify and analyze several layers of moral meaning embedded in classroom teaching. I work along two yardsticks: from actions whose moral import is fairly obvious to those in which it is expressed subtly; and from moral features of the role of teacher to qualities of the individual performing that role. I make use of two senses of the term moral. One has its roots in the notion of mores, or customary ways of regarding roles an…
The Emergence of a Shared Morality in a Classroom
(1992). The Emergence of a Shared Morality in a Classroom. Curriculum Inquiry: Vol. 22, No. 4, pp. 345-361
Philosophy of education in a new key
This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps
Education, Values, and Valuing in Cosmopolitan Perspective
In this article we describe a cosmopolitan orientation toward the place of values in human life. We argue that a cosmopolitan outlook can assist people in engaging the challenges of being thrown together with others whose roots, traditions, and inheritances differ. We show that cosmopolitanism implies neither an elite nor an aloof posture toward human affairs. On the contrary, the concept illuminates how people everywhere can retain individual an…
A Poetics of Teaching
Cosmopolitanism as Cultural Creativity
Cosmopolitanism is an ancient idea that is enjoying a critical renaissance today. Scholars across the humanities and social sciences have been examining the meanings and historical trajectories of
The moral is in the practice
From Role to Person
In this article, I identify and analyze several layers of moral meaning embedded in classroom teaching. I work along two yardsticks: from actions whose moral import is fairly obvious to those in which it is expressed subtly; and from moral features of the role of teacher to qualities of the individual performing that role. I make use of two senses of the term moral. One has its roots in the notion of mores, or customary ways of regarding roles an…
Chasing Butterflies Without a Net
The moral environment in an inner-city boys’ high school
Getting Down to Business
Dewey’s Conception of an Environment for Teaching and Learning
In this article, I examine the main contours of John Dewey’s conception of an environment for teaching and learning. I show how his conception derives from two components of his philosophical anthropology: (1) his understanding of the nature of a growing self, and (2) his view of how human beings influence one another. With this background in place, I examine why Dewey argues that an environment for teaching and learning should be what he calls “…
Fusing Philosophy and Fieldwork in a Study of Being a Person in the World
The Emergence of a Shared Morality in a Classroom
(1992). The Emergence of a Shared Morality in a Classroom. Curriculum Inquiry: Vol. 22, No. 4, pp. 345-361
Getting Down to Business
The Emergence of a Shared Morality in a Classroom
(1992). The Emergence of a Shared Morality in a Classroom. Curriculum Inquiry: Vol. 22, No. 4, pp. 345-361
The Horizons of the Moral
David Bloome appreciates a major theme of my article, that moral education can be seen as an ongoing process in the classroom rather than as a formal program added to the curriculum. His own views on the matter are provocative. In metaphorical terms, however, his response to my article is a case of taking the pianist to task for not playing the cello. He is an accomplished cultural analyst who does not find enough culture and society in my articl…
From Role to Person
In this article, I identify and analyze several layers of moral meaning embedded in classroom teaching. I work along two yardsticks: from actions whose moral import is fairly obvious to those in which it is expressed subtly; and from moral features of the role of teacher to qualities of the individual performing that role. I make use of two senses of the term moral. One has its roots in the notion of mores, or customary ways of regarding roles an…
Ethnographic Inquiries into the Moral Complexity of Classroom Interaction
Finding one's way home
The moral is in the practice
The moral environment in an inner-city boys’ high school
Dewey’s Conception of an Environment for Teaching and Learning
In this article, I examine the main contours of John Dewey’s conception of an environment for teaching and learning. I show how his conception derives from two components of his philosophical anthropology: (1) his understanding of the nature of a growing self, and (2) his view of how human beings influence one another. With this background in place, I examine why Dewey argues that an environment for teaching and learning should be what he calls “…
A Poetics of Teaching
Education, Values, and Valuing in Cosmopolitan Perspective
In this article we describe a cosmopolitan orientation toward the place of values in human life. We argue that a cosmopolitan outlook can assist people in engaging the challenges of being thrown together with others whose roots, traditions, and inheritances differ. We show that cosmopolitanism implies neither an elite nor an aloof posture toward human affairs. On the contrary, the concept illuminates how people everywhere can retain individual an…
Chasing Butterflies Without a Net
On Dwelling in the World
Cosmopolitanism as Cultural Creativity
Cosmopolitanism is an ancient idea that is enjoying a critical renaissance today. Scholars across the humanities and social sciences have been examining the meanings and historical trajectories of
Fusing Philosophy and Fieldwork in a Study of Being a Person in the World
Music Education as a Mirror to Humane Education
Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education
Background/Context This article introduces the special issue on reimagining research and practice at the crossroads of philosophy, teaching, and teacher education. The authors provide an overview of previous research at this “crossroads” and describe how the special issue collaborators have sought to chart fresh ground in light of current practical and policy challenges that teachers and teacher educators face. Purpose/Focus of Study The project …
Philosophy of education in a new key
This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps
Philosophy's Voices in Teaching, and Teachers' Voices in Philosophy
In this article, David T. Hansen addresses a two‐year‐long philosophical conversation he initiated with a group of dedicated public school teachers who work in a metropolitan setting. The conversation was part of a larger inquiry pivoting around the questions of what it means to be a person in the world today, and what it means to be a person in the role of teacher. Hansen describes the character of the conversation, including its difficult momen…
What Renders a Witness Trustworthy? Ethical and Curricular Notes on a Mode of Educational Inquiry
The call to teach in contemporary educational thought and practice
The call to teach and the ethics of care
This philosophical and field-based article draws together two conceptions of teaching that have not been linked, as yet, in the scholarly literature: teaching as a calling or vocation, and teaching as the enactment of care ethics. We draw upon Hansen’s extensive work on calling and juxtapose it with Quek’s recent work on care ethics in teaching. While differences exist between the concepts calling and caring, with respect to the work of a teacher…
Prospects for the Call to Teach Today
Educational research and the ongoing quest for justice
In this unique volume, Wiel Veugelers provides a critical overview of research he has undertaken in the field of moral and citizenship education over the past twenty-five years. The watchword is ‘critical’. Veugelers has not simply thrown together a set of previously published works. Rather, he applies a three-part critical lens to each entry, which can be summarized as follows: (1) why he composed the article in the first place, (2) how the arti…
“Being With” as the Center and Circumference of Teaching
In this article, David Hansen works with two conceptions of “being with.” The first is Jean‐Luc Nancy's ontological version as found in his Being Singular Plural (1999). The second is Hansen's ontic formulation as expressed in his recent book, Reimagining the Call to Teach: A Witness to Teachers and Teaching (2021). Nancy's notion is ethical as well as ontological. It constitutes a vision of human being qua being and is formulated in critical jux…
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