Steve Stakland - Böcker

This book examines the significance and meaning of undergraduate online learning using a hermeneutic phenomenological study, asking what is lost when there is no face-to-face contact and exploring the essence of technology itself. Drawing on data from undergraduate students across various higher education institutions, including both interview recordings and written reports of their lived experiences, the author seeks to uncover the essence of the phenomenon by engaging with themes around the philosophy of technology and the purpose of post-secondary education, using Heidegger’s essay The Question Concerning Technology as a crucial interpretive lens. Rather than offering generalized conclusions, it presents a basis for further understanding of the experience of online learning and ultimately asks whether the efficiency afforded to undergraduates by online classes or degrees can ever replace what is learned in a classroom with other people. Providing a novel approach to the topic of online learning, which centers the concept of experience, and drawing links to current conditions and pedagogy in online higher education, it will appeal to scholars working across education and philosophy with interests in higher education, technology and education, phenomenology of education and philosophy of education.

This book examines the significance and meaning of undergraduate online learning using a hermeneutic phenomenological study, asking what is lost when there is no face-to-face contact and exploring the essence of technology itself. Drawing on data from undergraduate students across various higher education institutions, including both interview recordings and written reports of their lived experiences, the author seeks to uncover the essence of the phenomenon by engaging with themes around the philosophy of technology and the purpose of post-secondary education, using Heidegger’s essay The Question Concerning Technology as a crucial interpretive lens. Rather than offering generalized conclusions, it presents a basis for further understanding of the experience of online learning and ultimately asks whether the efficiency afforded to undergraduates by online classes or degrees can ever replace what is learned in a classroom with other people. Providing a novel approach to the topic of online learning, which centers the concept of experience, and drawing links to current conditions and pedagogy in online higher education, it will appeal to scholars working across education and philosophy with interests in higher education, technology and education, phenomenology of education and philosophy of education.

This volume presents Ralph Waldo Emerson’s engagement with diverse philosophical traditions with the concurrent aim of showing the contemporary relevance of his Transcendentalism.As scholarship increasingly centers on Emerson’s place within American philosophy, this collection offers fresh insights into the expansive reach of his thought across Western and Eastern traditions, spanning the nineteenth century to the present. Featuring comparative analyses and innovative applications of Transcendentalism, it connects Emerson’s ideas to global philosophies, religions, and cultures. Thematically organized into three parts, the volume first situates Emerson within Romanticism and Platonism. Part 2 examines his metaphysics and his intersections with both Eastern and Western religious thought. Finally, Part 3 applies his philosophy to education, aesthetics, environmental ethics, and politics. The cosmopolitan essays in this collection situate Emerson not only within Western thought but also in dialogue with Greek, Buddhist, Islamic, and Vedāntic philosophies. Geared primarily toward scholars and advanced students, though accessible to well-informed casual readers, the contributions are meticulously researched and calibrated for specialists in American philosophy, literature, religious studies, and Emerson’s oeuvre.Emerson’s Affinities is essential reading for scholars and graduate students in American Transcendentalism, literature, philosophy, and religious studies.