Papers by David W Jardine
Possible chapter for [Thhis Ain't] No Nature Poetry
Journal of Philosophy of Education , 2025
In this paper we examine aspects of new, placed-based educational initiatives in the new curricul... more In this paper we examine aspects of new, placed-based educational initiatives in the new curriculum for Wales and the parallels between this and similar Canadian initiatives. The paper grew out of an email exchange between the two authors growing out of a Welsh graduate class where these matters were discussed, both at the level of philosophical underpinnings and in light of classroom and school experiences of those participating. A new national curriculum in Wales enables greater teacher autonomy than previous curricula and encourages the prioritisation of localised knowledge and enquiry (Adams, 2023; Donaldson, 2015). This has caused some debate about the merits of giving teachers autonomy to design their own place-based curricula (Chapman, 2020; French et al., 2023). The overarching aim of this paper is to show how such curricula have the potential to afford an understanding and experience of knowledge, and being, that contrast with often-hidden legacies of mainstream Westernised schools. Using analysis of philosophical perspectives from hermeneutics and ecology, and examples given from place-based, enquiry-led learning in Canadian schools, we argue that place-based curricula potentially allow for an ontology of relations to be experienced that could be enriching for both students and teachers.
Journal of Curriculum and Pedagogy, 2025
This paper is a series of thoughts and dreams about my grandson newly living nearby, one of his s... more This paper is a series of thoughts and dreams about my grandson newly living nearby, one of his stuffed animals, and the links to nearby First Nations actions and concerns, all under the title of my own early childhood education.
Peter Lang [proposed], 2025
Proposed foreword to a possible upcoming book
Now includes Tables of Contents for books. Academia.edu publications now listed separately.
Angelic beings Knitting patterns patterned After human flesh decaying nearby, in the back.
Journal of Applied Hermeneutics, Feb 5, 2018
This paper affirms that the complex and difficult insights of how teaching, learning and curricul... more This paper affirms that the complex and difficult insights of how teaching, learning and curriculum might shape themselves in light of current ecological alertness and concerns are well known and well documented.
It turns out that me first Spiritual advisor when I was a young boy was Rod Serling.
"Donald Trump doesn't think January 6 th is a big deal." Ashley Parker The Atlantic Staff Writer... more "Donald Trump doesn't think January 6 th is a big deal." Ashley Parker The Atlantic Staff Writer. MSNBC 10:12 MST, January 23 rd , 2025 No. This is not correct.
For the life-world --the "world for us all"-- is identical with the world that can be commonly ta... more For the life-world --the "world for us all"-- is identical with the world that can be commonly talked about.
Proposed book cover, in press, Peter Lang Publishing
This is one of several sit-at-the-computer email letters sent out to students after a graduate cl... more This is one of several sit-at-the-computer email letters sent out to students after a graduate class that I co-taught with Jackie Seidel and out of which arose our edited collection of many of those students’ work [Seidel & Jardine, 2016]. As per usual, I would combine citations of things we were reading, things I thought of, ideas that came up in class and so on.
Cleaning Spe'uth's Harvest from My Brush" Tanya Behrisch (in press) Palmate. Digitate. Handpainti... more Cleaning Spe'uth's Harvest from My Brush" Tanya Behrisch (in press) Palmate. Digitate. Handpainting. Purpul. Old English. Atherton's favourite colour (Jardine, in press), spelt with two "ou"s. Grandson. 3. Him, canvas casting. Purpling with joy.
Now the question arises as to how we can legitimate this hermeneutical conditionedness of our bei... more Now the question arises as to how we can legitimate this hermeneutical conditionedness of our being in the face of modern science. We will certainly not accomplish this legitimation by making prescriptions for science and recommending that it toe the line-quite aside from the fact that such pronouncements always have something comical about them. Science will not do us this favor. It will continue along its own path with an inner necessity beyond its control and it will produce more and more breathtaking knowledge and controlling power. It can be no other way. (Gadamer 1977, p. 10) .
The language and imagination of education seems to be profoundly stuck. In these post-9/11 times,... more The language and imagination of education seems to be profoundly stuck. In these post-9/11 times, the whole living field of education, in all its articulations, seems to be caught in an age-old movement of retrenchment, back into patterns of fragmentation, surveillance, and paranoia. The whole of education seems caught in "grasping, measuring and controlling" (Gadamer 1994, 191), for such ways and means, in troubled times such as these, seem to provide an albeit false sense of security. Even in those many classrooms where courageous, intellectually vigorous and adventurous work is being done, even there, there hangs this shadow. In times of war, consciousness becomes literal-minded and boundaries lose their ecological porosity under the guise of security. Unlike the forgiving relations of kin and kind and reciprocity that characterize ecological edges and beaches and zones, security bespeaks us or them, for us or against us, identity or difference, black or white, on or off. Things close down. This is no time, it seems, for openness and generosity, no time for the wild and leaky language and images of ecological awareness. As I've suggested elsewhere (Jardine 2000, 123; Jardine, Friesen & Clifford 2006, 57-60), animals under various form of threat tend to revert to the tried and true, the risk-free. They become-we become-less exploratory, less playful, less imaginative.
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Papers by David W Jardine
The authors collectively bring to these reflections decades of classroom experience in grades K–12 and the experience of supervising hundreds of student teachers in such settings as well as working regularly with schools and classroom teachers in their day-to-day work. The authors demonstrate, through several classroom examples, how ecology, Buddhism, and hermeneutics provide ways to re-invigorate the often-moribund discourse of education and bring a sense of beauty and rigorous joy to classroom life for teachers and students alike.