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Abstract

Meditating on the potential for inspiring authentic educational practice, this paper conceptualizes teaching and learning through a phenomenological, ontological, and hermeneutical approach. Ultimately, it theorizes a renewed vision for the design and management of a curriculum and classroom that promotes, supports, and facilitates a rich and fecund learning experience, which ultimately finds its inspiration within the type of teacher-pupil relationship that is grounded first and foremost in the ontological understanding that we are always already situated in the world as learners, this prior to any formalized or institutionalized enactment of “education.”

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