This book presents authentic educational experience as the actualization of a potential within a phenomenological field whose axes consist of the somatic, the psychic, and the symbolic, thereby rejecting the one-dimensionality of contemporary education that is primarily mind-oriented. The author insists on the nature of experiencing as coming to be in a living tension between the intuition and the intellect, or the inner and the outer, and calls this a pedagogy of the twice-born. Within this pedagogy, the truly educated must be born twice: in the first instance, involuntarily thrust into a commonsensical world, and in the second, taking a deliberate step toward a qualitative principle. The latter gives us ontological hope or a sense of autonomy and self-sufficiency.

This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples? This volume addresses elements of reason, nonreason, becoming, dissipation, violence, uncertainty, transcendence, love, and death in order to come to a critical understanding of the relationship between knowledge and knower from these multiple perspectives.

This book argues that global crises such as the present Covid-19 pandemic are correlates of the contemporary thought regime that it calls technohumanism. Taking up the pandemic as the central case in point, the book shows how the basic assumptions of technohumanism encourage large-scale dependencies and a consequent loss of endurance in the populace. Next, it shows that a form of recuperation can be pedagogically attempted by means of a "psychoanalysis" of thought which releases it from the humanist limits placed on it. To do this, it introduces the notion of a living unconscious as distinct from the Freudian Unconscious, and argues that in the living unconscious there is no distinction between the prehuman and the posthuman, and a posthumanist pedagogy can be constructed on the basis of an adequate transfer of prehuman dynamism.

This book facilitates a missing dialogue between the secular and the transsecular dimensions of human existence. It explores two kinds of limits of the secular: the inadequacies of its assumptions with respect to the total being of the human, and how it curbs the ontological sensibilities of the human. Kaustuv Roy argues that since secular reason of modernity can only represent the empirical dimension of existence, humans are forced to privatize the non-empirical dimension of being. It is therefore absent from the social, imaginary, as well as public discourse. This one-sidedness is the root cause of many of the ills facing modernity. Roy contends that a bridge-consciousness that praxeologically relates the secular and the non-secular domains of experience is the need of the hour.

This book argues that global crises such as the present Covid-19 pandemic are correlates of the contemporary thought regime that it calls technohumanism. Taking up the pandemic as the central case in point, the book shows how the basic assumptions of technohumanism encourage large-scale dependencies and a consequent loss of endurance in the populace. Next, it shows that a form of recuperation can be pedagogically attempted by means of a “psychoanalysis” of thought which releases it from the humanist limits placed on it. To do this, it introduces the notion of a living unconscious as distinct from the Freudian Unconscious, and argues that in the living unconscious there is no distinction between the prehuman and the posthuman, and a posthumanist pedagogy can be constructed on the basis of an adequate transfer of prehuman dynamism.

This book presents authentic educational experience as the actualization of a potential within a phenomenological field whose axes consist of the somatic, the psychic, and the symbolic, thereby rejecting the one-dimensionality of contemporary education that is primarily mind-oriented. The author insists on the nature of experiencing as coming to be in a living tension between the intuition and the intellect, or the inner and the outer, and calls this a pedagogy of the twice-born. Within this pedagogy, the truly educated must be born twice: in the first instance, involuntarily thrust into a commonsensical world, and in the second, taking a deliberate step toward a qualitative principle. The latter gives us ontological hope or a sense of autonomy and self-sufficiency.

Against the backdrop of a historical debate between science and philosophy with regard to the nature of time, this book argues that our commonsense understanding of time is inadequate-especially for education. Teachers' work is heavily imbued with the effects of clock time, and yet there is another time-duration-which remains out of sight precisely because our sights are filled with temporal things and projections of futurality. The book rests primarily on Henri Bergson's work on time, and works toward intuition as phenomenological method for the discovery of a creative time in experience.

Pioneered in the late 1980s, the concept of macroecology--a framework for studying ecological communities with a focus on patterns and processes--revolutionized the field. Although this approach has been applied mainly to terrestrial ecosystems, there is increasing interest in quantifying macroecological patterns in the sea and understanding the processes that generate them. Taking stock of the current work in the field and advocating a research agenda for the decades ahead, "Marine Macroecology" draws together insights and approaches from a diverse group of scientists to show how marine ecology can benefit from the adoption of macroecological approaches.

Divided into three parts, "Marine Macroecology "first provides an overview of marine diversity patterns and offers case studies of specific habitats and taxonomic groups. In the second part, contributors focus on process-based explanations for marine ecological patterns. The third part presents new approaches to understanding processes driving the macroecolgical patterns in the sea. Uniting unique insights from different perspectives with the common goal of identifying and understanding large-scale biodiversity patterns, "Marine Macroecology "will inspire the next wave of marine ecologists to approach their research from a macroecological perspective.

Pioneered in the late 1980s, the concept of macroecology--a framework for studying ecological communities with a focus on patterns and processes--revolutionized the field. Although this approach has been applied mainly to terrestrial ecosystems, there is increasing interest in quantifying macroecological patterns in the sea and understanding the processes that generate them. Taking stock of the current work in the field and advocating a research agenda for the decades ahead, "Marine Macroecology" draws together insights and approaches from a diverse group of scientists to show how marine ecology can benefit from the adoption of macroecological approaches.

Divided into three parts, "Marine Macroecology "first provides an overview of marine diversity patterns and offers case studies of specific habitats and taxonomic groups. In the second part, contributors focus on process-based explanations for marine ecological patterns. The third part presents new approaches to understanding processes driving the macroecolgical patterns in the sea. Uniting unique insights from different perspectives with the common goal of identifying and understanding large-scale biodiversity patterns, "Marine Macroecology "will inspire the next wave of marine ecologists to approach their research from a macroecological perspective.