Holding Fast to Being Possible: Teaching as an Interpretive Practice

This short piece is a response to the provocation, teaching is an interpretive practice. Below, I discuss why I believe teaching to be interpretive and point to aspects of my practice that I believe to be a rich source of insight.

Guardado en:

Detalles Bibliográficos
Autor principal:	Joshua R Markle
Formato:	article
Lenguaje:	EN
Publicado:	University of Calgary 2020
Materias:	Philosophy (General) B1-5802
Acceso en línea:	https://doaj.org/article/d7da8203a0d34a9996102cc0fca989ba
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:d7da8203a0d34a9996102cc0fca989ba
record_format	dspace
spelling	oai:doaj.org-article:d7da8203a0d34a9996102cc0fca989ba2021-11-25T21:19:05ZHolding Fast to Being Possible: Teaching as an Interpretive Practice10.11575/jah.vi0.704171927-4416https://doaj.org/article/d7da8203a0d34a9996102cc0fca989ba2020-05-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/jah/article/view/70417https://doaj.org/toc/1927-4416 This short piece is a response to the provocation, teaching is an interpretive practice. Below, I discuss why I believe teaching to be interpretive and point to aspects of my practice that I believe to be a rich source of insight. Joshua R MarkleUniversity of CalgaryarticlePhilosophy (General)B1-5802ENJournal of Applied Hermeneutics (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Philosophy (General) B1-5802
spellingShingle	Philosophy (General) B1-5802 Joshua R Markle Holding Fast to Being Possible: Teaching as an Interpretive Practice
description	This short piece is a response to the provocation, teaching is an interpretive practice. Below, I discuss why I believe teaching to be interpretive and point to aspects of my practice that I believe to be a rich source of insight.
format	article
author	Joshua R Markle
author_facet	Joshua R Markle
author_sort	Joshua R Markle
title	Holding Fast to Being Possible: Teaching as an Interpretive Practice
title_short	Holding Fast to Being Possible: Teaching as an Interpretive Practice
title_full	Holding Fast to Being Possible: Teaching as an Interpretive Practice
title_fullStr	Holding Fast to Being Possible: Teaching as an Interpretive Practice
title_full_unstemmed	Holding Fast to Being Possible: Teaching as an Interpretive Practice
title_sort	holding fast to being possible: teaching as an interpretive practice
publisher	University of Calgary
publishDate	2020
url	https://doaj.org/article/d7da8203a0d34a9996102cc0fca989ba
work_keys_str_mv	AT joshuarmarkle holdingfasttobeingpossibleteachingasaninterpretivepractice
_version_	1718410062100168704

Holding Fast to Being Possible: Teaching as an Interpretive Practice

Ejemplares similares