Patrick Howard is Professor of Education at Cape Breton University in Sydney, Nova Scotia, Canada. He is co-editor of the open access journal Phenomenology & Practice. Tone Saevi is Professor of Education at VID Specialized University, Bergen, Norway. She is the main editor of the open access journal Phenomenology & Practice. Andrew Foran is Professor of Education at St. Francis Xavier University, Canada. He is co-editor of the open access journal Phenomenology & Practice. Gert Biesta is Professor of Public Education in the Centre for Public Education and Pedagogy, Maynooth University, Ireland, and Professorial Fellow in Educational Theory and Pedagogy, Moray House School of Education and Sport, University of Edinburgh, UK.

• Part 1: On Education. 1. On the givenness of teaching: Encountering the educational phenomenon. 2. Uncovering what educators’ desire through Kierkegaard’s loving phenomenology. 3. Approaching education on its own terms. 4. Pedagogical Practice. Part 2: Children, Adults, Voice and Agency. 5. More Than Measurement: Education, Uncertainty and Existence. 6. Paulo Freire and Living a non-Neoliberal Life in Education. 7. A Phenomenology of Reading: Textual Technology and Virtual Worlds. 8. Reality testing subjectivity, naivety and freedom – on the possibility of educational moments. Part 3: The Existentials. 9. Bildung and Embodiment: Learning, practicing, space and democratic education. 10. Time, Individuality, and Interaction: A Case Study. 11. The school building and the human: An intertwined relationship. 12. Active and Interactive Bodies. 13. "Awakening to the World as Phenomenon": The Value of Phenomenology for a Pedagogy of Place and Place Making. 14. From Kairos to Chronos: The Experience of Lived Time in Education . 15. Educational possibilities: Teaching toward the phenomenological attitude. Part 4: To Have Been Educated. 16. Deceptively Difficult Education: a case for a lifetime of impact. 17. Education as Pro-duction and E-duction. 18. Focal Practices and the Ontologically Educated Citizen. 19. Between Having and Being: Phenomenological Reflections on Having Been Educated

Patrick Howard is Professor of Education at Cape Breton University in Sydney, Nova Scotia, Canada. He is co-editor of the open access journal Phenomenology & Practice. Tone Saevi is Professor of Education at VID Specialized University, Bergen, Norway. She is the main editor of the open access journal Phenomenology & Practice. Andrew Foran is Professor of Education at St. Francis Xavier University, Canada. He is co-editor of the open access journal Phenomenology & Practice. Gert Biesta is Professor of Public Education in the Centre for Public Education and Pedagogy, Maynooth University, Ireland, and Professorial Fellow in Educational Theory and Pedagogy, Moray House School of Education and Sport, University of Edinburgh, UK.

• Part 1: On Education. 1. On the givenness of teaching: Encountering the educational phenomenon. 2. Uncovering what educators’ desire through Kierkegaard’s loving phenomenology. 3. Approaching education on its own terms. 4. Pedagogical Practice. Part 2: Children, Adults, Voice and Agency. 5. More Than Measurement: Education, Uncertainty and Existence. 6. Paulo Freire and Living a non-Neoliberal Life in Education. 7. A Phenomenology of Reading: Textual Technology and Virtual Worlds. 8. Reality testing subjectivity, naivety and freedom – on the possibility of educational moments. Part 3: The Existentials. 9. Bildung and Embodiment: Learning, practicing, space and democratic education. 10. Time, Individuality, and Interaction: A Case Study. 11. The school building and the human: An intertwined relationship. 12. Active and Interactive Bodies. 13. "Awakening to the World as Phenomenon": The Value of Phenomenology for a Pedagogy of Place and Place Making. 14. From Kairos to Chronos: The Experience of Lived Time in Education . 15. Educational possibilities: Teaching toward the phenomenological attitude. Part 4: To Have Been Educated. 16. Deceptively Difficult Education: a case for a lifetime of impact. 17. Education as Pro-duction and E-duction. 18. Focal Practices and the Ontologically Educated Citizen. 19. Between Having and Being: Phenomenological Reflections on Having Been Educated