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Phenomenology & Education
Submission Deadline: Jan. 12, 2020

This special issue currently is open for paper submission and guest editor application.

Join as Guest Editor Submit to Special Issue
Lead Guest Editor
Rozita Aboutorabi
Hasheminejad teacher training, Teacher training university, Mashhad, Khorasan Razavi, Iran
Guest Editors
  • Bakhtiar Shabani V.
    School of Education,Ferdowsi University of Mashhad, Mashhad, Iran
  • Tahere Javidi K. J.
    School of Education,Ferdowsi University of Mashhad, Mashhad, Iran
  • Khosro Bagheri
    School of Education,University of Tehran, Tehran, Iran
  • Saeid Zarghami
    School of Education,Kharazmi University, Tehran, Iran
  • Ramazan Barkhordari
    School of Education,Kharazmi University, Tehran, Iran
  • Jahangir Masoudi
    School of Theology,Ferdowsi University of Mashhad, Mashhad, Iran
Guidelines for Submission
Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.
Papers should be formatted according to the guidelines for authors (see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=196). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.
Published Papers
The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

Special Issue Flyer (PDF)

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Special Issue

Heidegger in “Being and Time” analyzed Dasein’s existential for questioning about Being. The goal of education on Heidegger’s view is bringing up authentic Dasein who released from Dasman domination. Therefore education considered as the process of student’s freedom. For this reason philosophy of education has major mission because it has to make aware one of one’s Being and the relationship with this Being and how understand Being. Regarding “Being and Time”, four questions designed about the implications of being- in- the- world, attunement, understanding and care.
Educational model on Heidegger’s view presented on historicity of Dasman and Dasein. As temporality of Dasein based on its spatiality, education on Heidegger’s view related to the situation of time and space. On the other hand acceptable education for people of each place defined base on averageness of society or Dasman that explain society norms. As mentioned the goal of this education is authentic Dasein who aware of the reason of its thoughts, behaviors and actions and with examining these affairs cause to modify and improve society and sciences. On Heidegger’s view learning done when student needed subject and it is his concerned. Therefore first step in education is providing situation for learning base on temporality and spatiality of students in order to authentic understanding, and this means teaching on Heidegger’s view as let to learn. Teacher on Heidegger’s view is an artist who presented a work like teaching and education has to provide situations for authentic understanding to uncover truth. This can be done by determining appropriate curriculum, applying authentic teachers and texts which help students to be authentic. Regarding the meaning of care as the relationship between student and his being that he sets his relations with others and environmental world. Curriculum, assessment and relation teacher and students on Heidegger’s view are considerable issues. Here authentic creativity occurred because of authentic disclosing. This disclosing is in teacher’s attempts for understanding current student’s concerns and helping him to listen what call thinking in these concerns. Therefore in contrast to controlling of machine age and standardizing assessment, poetical relationship between teacher and student based on trust that saved quality of student’s learning and proper of educational material. Also in this view, paying attention to mood, understanding and student’s authentic being are important in these relations.

Aims and Scope:

  1. being-in- the- world
  2. understanding
  3. attunement
  4. care
  5. education on Heidegger’s view
  6. curriculum
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