Dwelling’ as an educational concept

Bibliographic Data

ID11951444
AuthorsAline Nardo (0000-0002-8570-1118, Lecturer in Philosophy of Education, The Moray House School of Education and Sport, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, corresponding author)
Year2025
Volume59
Issue2
Pages388-405
Publication date2025-02-04
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jopedu/qhaf002
OpenAlexW4407132462
LanguageEN
Citations received2
References cited19

This article explores an educational philosophy centred around the notion of ‘dwelling’. Building on the analysis of Heidegger, Roth, Dewey, Emerson, and Haraway, the article 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 article 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 article contemplates how ‘dwelling’ might be cultivated in and through education

Epistemology · Higher education · Pedagogy · Philosophy of education · Political science · Sociology · Architecture and Computational Design · Architecture, Design, and Social History · Psychology · Philosophy

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