Books by Sam Rocha
Is there room for philosophy in educational research? Where is phenomenology before and beyond it... more Is there room for philosophy in educational research? Where is phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods of phenomenology within the field of philosophy of education? These talks to educational scholars and researchers respond to these questions and make an appeal for the place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a broad genealogy of thought, with frequent substitutions and autobiographical confessions, these lectures work from and towards a simple article of faith: philosophy and education are not so different.
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Can the syllabus constitute the curriculum? In this book, Rocha explores
curriculum theory throug... more Can the syllabus constitute the curriculum? In this book, Rocha explores
curriculum theory through the lens of the syllabus. By critiquing
curriculum studies and the entire field of education, overrun by the social
sciences, Rocha provides an integrated vision of philosophy of education
and curriculum theory, rooted in the humanities.
Through an original reconceptualization, this text draws from a broad
range of sources—ranging from classical antiquity to the present—
offering a rich context for understanding curriculum as a philosophically
salient concept, contained within the syllabus. The Syllabus as Curriculum
features actual syllabi created and taught by the author in undergraduate
and graduate courses at the University of British Columbia, Canada. These
curated syllabi work as exemplars and media, supported by pedagogical
commentary and context. Inspired by Augustine’s Confessions , each part
of the book culminates in a metaphorical “garden,” which serves as a
meditation on the syllabus in three senses: correspondence, essay, and
outline.
An original, powerful, and corrective contribution to the literature
on curriculum studies, this book invites teachers and scholars from
across the foundations of education, especially philosophy of education,
art education, and those invested in curriculum theory, to see their
contribution in more direct and integral ways.
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A promotional flier for my 2017 book of essays.
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Folk is an analog foundation in a digital world. Phenomenology is a big word about a small, impos... more Folk is an analog foundation in a digital world. Phenomenology is a big word about a small, impossible task: trying to imagine the real. This book describes this task in relation to its foundation. Most of all, *Folk Phenomenology* is a defense of the integrity and sufficiency of art--thinking, feeling, living, dying. In short, being in love.
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Twenty-one poems in three parts. Ice cubes, ladybugs, guitars and gin, fortune, dancing revolutio... more Twenty-one poems in three parts. Ice cubes, ladybugs, guitars and gin, fortune, dancing revolutions, smoking eyes and Santa Claus – transcribed from paper plates, composed in a single, descriptive evening. A testament to miseducation, music, and the suicidal dangers of the Machine.
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Edited Collections by Sam Rocha
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Books Chapters by Sam Rocha
The University is a place. A place is not immediately reducible to its location. Let us imagine t... more The University is a place. A place is not immediately reducible to its location. Let us imagine the place of the University as nothing more or less than a school. A school, of course, begins as a school of thought even in the simple thought to start, build, or form a school. In other cases, the school of thought, from which a school is born, exists as a more conventional school of thought. Nonetheless, from the brick-and-mortar school building to the school of thought that gathers a tradition or a community of ideas, all schools begin in intentional forethought. A school of thought, then, is the preliminary place of the University. In this chapter, I will present an account of the place of the University through comparative and speculative accounts of the schools of Socrates, Plato, and Aristotle, noting the tensions and aporias that emerge amongst and between them, especially between the first two. These difficulties and impossibilities will dislocate the University. This dislocation, however,
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A chapter in *Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents... more A chapter in *Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents, International and Comparative Perspectives* edited by André Elias Mazawi and Michelle Stack
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A chapter in the International Encyclopedia of Art and Design Education.
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A chapter in *Philosophy and History of Education: Diverse Perspectives on Their Value and Relati... more A chapter in *Philosophy and History of Education: Diverse Perspectives on Their Value and Relationship,* edited by Antoinette Errante, Jackie Blount, and Bruce A. Kimball.
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Bildung und Liebe: Interdisziplinäre Perspektiven, 2018
A chapter on love and education in *Bildung und Liebe,* published by Transcript-Verlag, edited by... more A chapter on love and education in *Bildung und Liebe,* published by Transcript-Verlag, edited by Nadja Maria Köffler, Petra Steinmair-Pösel, Thomas Sojer, and Peter Stöger.
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This abstract will not tell you what is actually in the chapter. That would be too concrete for a... more This abstract will not tell you what is actually in the chapter. That would be too concrete for a true “abstract.” In the short chapter to follow, Rocha presents a phenomenology of tears. A phenomenology of tears is a study of the appearance of tears, beginning with Rocha’s tears, moving from those tears of his natural attitude to the general phenomena of tears and the act of weeping itself. This movement from the particular experience of tears to the general phenomena of tears is a phenomenological reduction, and this particular reduction happens as Rocha’s sight is itself being reduced from clear sight aided by prescription lenses to clouded sight through prescription eye drops. We move from immediacy to a true notion, as Rocha’s concrete sense of sight and perception is simultaneously made abstract and blurry.
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A chapter in *Reconceptualizing Study in Educational Discourse and Practice,* edited by Claudia R... more A chapter in *Reconceptualizing Study in Educational Discourse and Practice,* edited by Claudia Ruitenberg.
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Articles by Sam Rocha
This is a phenomenological description of existential obedience, which draws out a contrast betwe... more This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche.
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In this essay, the authors explore the phenomenon of utterance we find in speech and teaching. Je... more In this essay, the authors explore the phenomenon of utterance we find in speech and teaching. Jean-Luc Marion's third phenomenological reduction serves as a methodological foundation for this exploration which moves through Biblical literature and autobiography-both centred on the story of the election of Samuel-before leading into a meditation on the Call of and Response to the Other. The Call and Response guide the essay to a theory of prophetic teaching emerging within its phenomenology of utterance that situates itself between philosophical anthropology and philosophical theology, and between Jewish and Catholic traditions.
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O texto experimenta o sentido da filosofia vinculado a uma autoridade primordial e sua linguagem ... more O texto experimenta o sentido da filosofia vinculado a uma autoridade primordial e sua linguagem como um canto e uma contação de história. Por meio de uma redução fenomenológica da educação a compreende como fenômeno saturado. Faz então duas afirmações, do excesso da educação e da práxis do amor, no contexto de uma imprudência gestada de um luto.
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Books by Sam Rocha
curriculum theory through the lens of the syllabus. By critiquing
curriculum studies and the entire field of education, overrun by the social
sciences, Rocha provides an integrated vision of philosophy of education
and curriculum theory, rooted in the humanities.
Through an original reconceptualization, this text draws from a broad
range of sources—ranging from classical antiquity to the present—
offering a rich context for understanding curriculum as a philosophically
salient concept, contained within the syllabus. The Syllabus as Curriculum
features actual syllabi created and taught by the author in undergraduate
and graduate courses at the University of British Columbia, Canada. These
curated syllabi work as exemplars and media, supported by pedagogical
commentary and context. Inspired by Augustine’s Confessions , each part
of the book culminates in a metaphorical “garden,” which serves as a
meditation on the syllabus in three senses: correspondence, essay, and
outline.
An original, powerful, and corrective contribution to the literature
on curriculum studies, this book invites teachers and scholars from
across the foundations of education, especially philosophy of education,
art education, and those invested in curriculum theory, to see their
contribution in more direct and integral ways.
Edited Collections by Sam Rocha
Books Chapters by Sam Rocha
Articles by Sam Rocha
curriculum theory through the lens of the syllabus. By critiquing
curriculum studies and the entire field of education, overrun by the social
sciences, Rocha provides an integrated vision of philosophy of education
and curriculum theory, rooted in the humanities.
Through an original reconceptualization, this text draws from a broad
range of sources—ranging from classical antiquity to the present—
offering a rich context for understanding curriculum as a philosophically
salient concept, contained within the syllabus. The Syllabus as Curriculum
features actual syllabi created and taught by the author in undergraduate
and graduate courses at the University of British Columbia, Canada. These
curated syllabi work as exemplars and media, supported by pedagogical
commentary and context. Inspired by Augustine’s Confessions , each part
of the book culminates in a metaphorical “garden,” which serves as a
meditation on the syllabus in three senses: correspondence, essay, and
outline.
An original, powerful, and corrective contribution to the literature
on curriculum studies, this book invites teachers and scholars from
across the foundations of education, especially philosophy of education,
art education, and those invested in curriculum theory, to see their
contribution in more direct and integral ways.
implicitly implicated in a larger entanglement; in this case, between the authors, Mad Men, and education. With your reading, the entangled web is extended, and the authors hope further understanding can be gleamed.
This essay is an extended reflection on the relationship between death and love expressed in a fragment from Song of Songs 8:6: «Strong as death is love». The passage will be analyzed through a Jewish, Orthodox, and Catholic exegesis and literary reflection. In particular, the essay describes the role of a particular form of love (eros) within a particular form of education (education at the end of time). While eros has frequently been ignored or resigned to a purely sexualized role, we will look closely at Augustine's eulogy of his mother, Monica, in the Confessions, suggesting that perhaps the most visceral expression of eros is to be found in the phenomenology of death. We will also draw on the phenomenological manifestation of death by looking to the rich description of dying provided by Leo Tolstoy in his novella, The Death of Ivan Ilych. Together these investigations of eros and education yield a «curriculum of death», which draws on the re-conceptualist notion of curriculum. Our claim is that this curriculum of death offers a sense of urgency and seriousness found lacking in schools today, where death abounds, but is rarely if ever addressed in a humanistic way. This final methodological emphasis on the humanities elucidates more directly and critically the role of research for a curriculum of death within the dominance of social science in the field of education.
ESP
Este ensayo es una extensa reflexión sobre la relación entre muerte y amor expresado en un fragmento del Cantar de los Cantares 8:6: «Fuerte como la muerte es el amor». El pasaje se mirará a través de una exégesis judía, ortodoxa y católica y mediante una reflexión literaria.
Esta reflexión pretende describir el papel de una forma particular de amor (eros) dentro de una forma particular de la educación (educación en el final de los tiempos). Si bien el eros con mayor frecuencia ha sido ignorado o renunciado a un papel puramente sexualizado, vamos a mirar de cerca el elogio de su madre, Mónica de Agustín, en las Confesiones de sugerir que tal vez la expresión más visceral del eros se encuentra en la fenomenología de la muerte. También vamos a aprovechar la manifestación fenomenológica de la muerte, al mirar a la rica descripción de morir proporcionada por León Tolstoi en su novela, La muerte de Iván Ilich. En conjunto, estas investigaciones del eros y la educación deben producir un «plan de estudios de la muerte», que se basa en la noción reconceptualizada del plan de estudios. Nuestra pretensión es que este plan de estudios de la muerte ofrece una sensación de urgencia y la gravedad resultaron deficientes en las escuelas hoy en día, donde abunda la muerte, pero es rara vez o nunca ha abordado de forma humanista. Este énfasis metodológico final sobre las humanidades hablará más directa y críticamente sobre el papel de la investigación para un programa de estudios de la muerte en el ámbito de las ciencias sociales y dentro del campo de la educación.
notes on the relationship between philosophy of education and
curriculum theory. Then it rehearses a collage of selected
passages from a recent book, Folk Phenomenology: Education,
Study, and the Human Person (Rocha, 2015a). Then the author
works in a more speculative fashion to extend the author’s
version of phenomenology—folk phenomenology—into a
description of teaching, by showing through direct association
with the teaching of jazz, how teaching can itself be understood
as an offering. The final section shares lyrical verse from the
author’s most recent composition of music. To repeat: first,
philosophy of education and curriculum theory; then selections
from the book; then “the offering” in two ways; then teaching as
offering, the offering of teaching; finally, musical verse.
philosophical meditation on the phenomenology of education. Three key distinctions emerge:
the difference between philosophy and philosophers, being and meaning, and education and
the Gospel of Schoolvation.
about the experiment of writing and its relation to the analogies of
kinship—an enactment of folk phenomenology.
as Being by Petra Munro Hendry, Roland W. Mitchell, and Paul William Eaton (2018) in the Journal of Curriculum Theorizing.
Arts in Education by Christopher Naughton, Gert Biesta, and David R. Cole (Eds.). New York, NY: Routledge, 2018.
UBC Summer Term 1, July 4 to 21, 2017
M-F, 8-10:30 am, Ponderosa Commons, 1009
Sam Rocha
Ponderosa Commons, 3035
sam.rocha@ubc.ca
Educational research has become almost exclusively confined to the social sciences. In his talk, Sam Rocha will discuss the widespread forgetting of the humanities as an archive of knowledge and research that predates the social sciences, and will propose a radical return to the tradition of the humanities.
Department of Educational and Counselling Psychology and Special Education, Faculty of Education, University of British Columbia.
The audio for this workshop can be found here: https://soundcloud.com/samrochadotcom/ways-of-reading-a-study-workshop-by-sam-rocha