Education and Selfhood: A Phenomenological Investigation.
Journal of Philosophy of Education, 43 (3).
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||This paper evaluates the implications of a growing movement in educational philosophy and theory to see the self as relational to the extent that it possesses little or no internally maintained steady identity, being constantly reconstituted by external agencies. It is argued that ultimately this decentred and de-nucleated conception of the self is both phenomenlogically untenable and educationally stultifying.
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